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The unschooled mind : how children think and how schools should teach / Howard Gardner.

By: Gardner, Howard [author.]Material type: Text

TextPublisher: New York : Basic Books, c1991Edition: Tenth-Anniversary editionDescription: xvi, 303 pages ; 23 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9780465088966 [paperback]Subject(s): Cognitive learning | Education -- Aims and objectives

Contents:

Contents: I The "Natural" learner — II Understanding educational institutions — III Toward education for understanding.

Summary: "While my interest in schooling dates back many decades, I first became involved in educational research and practice in the early 1980s. This involvement was stimulated by two unrelated events. The first was the 1983 publication of my book Frames of Mind: The Theory of Multiple Intelligences. 1 As a psychologist, I saw that book as a contribution to my discipline, but, to my surprise, educators showed far more interest and enthusiasm than did psychologists. I would like to think that a scholar proceeds without undue attention to his readers' reactions; but at least in my case, educators convinced me that I had something to contribute to their field. The second event was the 1983 publication of the famous education report, "A Nation at Risk."? This report contended that American pre-collegiate education was in jeopardy and that strong measures were needed to improve its quality. Initially, I did not see myself as a person who was equipped to aid with American schooling. But as a parent and a citizen, I began to feel that I should try to contribute in whatever way I could." —Preface

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Item type	Current location	Call number	Status	Date due	Barcode
Subject Reference	College Library Subject Reference	370.152 G36 1991 (Browse shelf)	Available		3UCBL000015972

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Previous	364.1536 W65 2003 Priestly pedophiles /	364.360973 Si154 2018 Juvenile delinquency : theory, practice, and law /	370.116 C45 2010 Educational tourism /	370.152 G36 1991 The unschooled mind : how children think and how schools should teach /	370.78 P96 2014 Introduction to research methods in education : part I /	370.78 P96 2014 Introduction to research methods in education : part I /	370.78 P96 2014 Introduction to research methods in education : part 2 /	Next

Includes bibliographical references and index.

Contents: I The "Natural" learner — II Understanding educational institutions — III Toward education for understanding.

"While my interest in schooling dates back many decades, I first became involved in educational research and practice in the
early 1980s. This involvement was stimulated by two unrelated events.
The first was the 1983 publication of my book Frames of Mind: The Theory of Multiple Intelligences. 1 As a psychologist, I saw that book as a contribution to my discipline, but, to my surprise, educators showed far more interest and enthusiasm than did psychologists. I would like to think that a scholar proceeds without undue attention to his readers' reactions; but at least in my case, educators convinced me that I had something to contribute to their field. The second event was the 1983 publication of the famous education report, "A Nation at Risk."? This report contended that American pre-collegiate education was in jeopardy and that strong measures were needed to improve its quality. Initially, I did not see myself as a person who was equipped to aid with American schooling. But as a parent and a citizen, I began to feel that I should try to contribute in whatever way I could." —Preface