000 02299nam a22003257a 4500
003 OSt
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020 _a9780465088966 [paperback]
040 _aUniversity of Cebu-Banilad
_cUniversity of Cebu-Banilad
100 _aGardner, Howard,
_eauthor.
245 _aThe unschooled mind :
_bhow children think and how schools should teach /
_cHoward Gardner.
250 _aTenth-Anniversary edition.
260 _aNew York :
_bBasic Books,
_cc1991
300 _axvi, 303 pages ;
_c23 cm.
336 _2rdacontent
_atext
337 _2rdamedia
_aunmediated
338 _2rdacarrier
_avolume
504 _aIncludes bibliographical references and index.
505 _aContents: I The "Natural" learner — II Understanding educational institutions — III Toward education for understanding.
520 _a"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
521 _aAdult
541 _xLauron, Rodello
_yGeneral Education
_zGeneral Education : Psychology
546 _aText in English
650 _aCognitive learning.
650 _aEducation
_xAims and objectives.
942 _2ddc
_cBK
998 _cLeslie [new]
_d06/15/2026
999 _c15388
_d15388