The Unschooled Mind: How Children Think and How Schools Should Teach

Front Cover
Basic Books, Mar 29, 2011 - Education - 352 pages
2 Reviews
Merging cognitive science with educational agenda, Gardner makes an eloquent case for restructuring our schools by showing just how ill-suited our minds and natural patterns of learning are to the prevailing modes of education. This reissue includes a new introduction by the author.
 

What people are saying - Write a review

LibraryThing Review

User Review  - 06nwingert - LibraryThing

The Unschooled Mind is a look inside a child's brain and how schools should react to it. The book is based on a combination of psychology, human development and educational development, and is split ... Read full review

THE UNSCHOOLED MIND: How Children Think and How Schools Should Teach

User Review  - Jane Doe - Kirkus

A convincing call to reexamine the way children learn in their earliest years, and to make use of those new findings in classrooms. MacArthur fellow Gardner (Education/Harvard; To Open Minds, 1989 ... Read full review

Contents

Intuitive Learning and Scholastic Learning
Three Characters in Search of a Framework
The Seven Intelligences
The Framework Found
The Plan for This Book
Early Studies of the Mind
Jean Piagets Pioneering Studies of Cognitive Development
The Mind After Piaget
Misconceptions in Physics
Misconceptions in Biology
Rigidly Applied Algorithms
Problems in Economics and Statistics
Stereotypes and Simplifications in the Humanistic Disciplines
Problems in Historical and Literary Studies
Simplifications in the Arts
Some Concluding Comments About Misconceptions and Stereotypes

Spanning Biology and Culture
The Philosophical Agenda
The Finely Tuned Infant
Piagets Portrait of Infant Cognition
Knowing the Social World
Five Footnotes to Sensorimotor Knowledge
Scholars of Symbols
Language as a Symbol System
Categorizing Objects and Events
Play Imagination and the Birth of Theory
A Study of Early Symbolization
Pluralizing and Individualizing the Ways of Knowing
The Childs Intuitive Theories
Other Early Predispositions
Five Constraints on Later Learning
A Developmental Forecast
The Powers and Limits of the FiveYearOld Mind
What Is to Be Taught?
Aspects of Understanding
How Is Knowledge to Be Taught?
The Apprenticeship
The Early School
The Burdens of School
The Three Assignments of Modern Secular Schools
Assessing Learning
The Effects of School
Institutional Constraints
Varieties of Understanding
The Limits of Basic Skills
Cultural Literacy for the Nation
A Traditional Strand in Education
The Progressive Strand in Education
The Limits of Progressive Education
Educational Environments for Young Children
The Example of Project Spectrum
Developing Literacies in the Early School Years
Apprenticeships and Projects
Schooling for Understanding in Middle Childhood
Innovations Across the Curriculum
Five Entry Points
The Tale So Far
The Four Nodes of School Reform
Community Versus National Control of Education
The Definition and Achievement of National Understandings
A Developmentally Attuned Education
The Central Puzzles of Learning
Constraints and Possibilities
Chapter 4 Knowing the World Through Symbols
Chapter 6 The Values and Traditions of Education
Chapter 7 The Institution Called School
Misconceptions in the Sciences
Dead Ends and Promising Means
Chapter 11 Education for Understanding During the Early Years
Chapter 12 Education for Understanding During the Adolescent Years
Chapter 13 Toward National and Global Understandings
Copyright

Other editions - View all

Common terms and phrases

About the author (2011)

Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Senior Director of Harvard Project Zero. The author of more than twenty books and the recipient of a MacArthur Fellowship and twenty-one honorary degrees, he lives in Cambridge, Massachusetts.

Bibliographic information