The Unschooled Mind: How Children Think And How Schools Should TeachMerging cognitive science with educational agenda, Gardner shows how ill-suited our minds and natural patterns of learning are to current educational materials, practices, and institutions, and makes an eloquent case for restructuring our schools. This reissue includes a new introduction by the author. |
Contents
Conceptualizing the Development of the Mind | 23 |
Constraints and Possibilities | 42 |
Knowing the World Through Symbols | 55 |
Copyright | |
14 other sections not shown
Common terms and phrases
achieve activities adult American appreciate apprenticeship approach areas arts assessment Basic Books behavior belief Cambridge capacity chapter classroom cognitive Cognitive Science competence concepts constraints context course culture curriculum developmental Developmental Psychology disciplinary disciplines discussed domains early emerge encountered environment Erlbaum example exhibit experience fact formal forms of knowing Geometric Supposer goals Harvard University Hillsdale human ical important infant institutions intelligences intuitive Jerome Bruner Key School kinds knowledge language learnability learner learning literacy master mathematics misconceptions models multiple intelligences museum nature notational objects observe performances perhaps person perspective physics Piaget practices preschool principles problems process-folio progressive education projects prove Psychology question readily Richard II roles scholastic scripts sense sensorimotor simply social society stances stereotypes symbol systems teachers teaching tests theory of mind tion understanding University Press unschooled voice onset York young child young children youngsters