The unschooled mind : how children think and how schools should teach / Howard Gardner.
By: Gardner, Howard
Material type: 
TextPublisher: New York : BasicBooks, [2004]Copyright date: ©2004Description: xii, 303 pages ; 24 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 0465088961 (pbk.)Subject(s): Cognitive learning | Education -- Aims and objectivesBibliography, Etc. Note: Includes bibliographical references (pages 265-291) and indexes.| Item type | Current library | Shelving location | Call number | Copy number | Status | Date due | Barcode | |
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John Bulow Campbell Library | 1 West | LB1062 .G36 2004 (Browse shelf(Opens below)) | 1 | Available | 0182903049118 |
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| LB1060 .W553 2013 Five big ideas for effective teaching : connecting mind, brain, and education research to classroom practice / | LB1062 .C74 2018 Creating the premodern in the postmodern classroom : creativity in early English literature and history courses / | LB1062 .C76 2004 Creativity in education & learning : a guide for teachers and educators / | LB1062 .G36 2004 The unschooled mind : how children think and how schools should teach / | LB1063 .L36 2016 Small teaching : everyday lessons from the science of learning / | LB1067.5 .H36 2014 Visible learning and the science of how we learn / | LB1072 .R66 2002 Affective teaching / |
Includes bibliographical references (pages 265-291) and indexes.
Introduction : the central puzzles of learning -- Conceptualizing the development of the mind -- Initial learnings : constraints and possibilities -- Knowing the world through symbols -- The worlds of the preschooler : the emergence of intuitive understandings -- The values and traditions of education -- The institution called school -- The difficulties posed by school : misconceptions in the sciences -- More difficulties posed by school : stereotypes in the social sciences and the humanities -- The search for solutions : dead ends and promising means -- Education for understanding during the early years -- Education for understanding during the adolescent years -- Toward national and global understandings.