Rent 9780465024384 | The Unschooled Mind: How Children Think and How Schools Should Teach

Summary Table of Contents Author Biography

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.

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Acknowledgments	p. xi
The Unschooled Mind After Twenty Years	p. xiii
Introduction: The Central Puzzles of Learning	p. 1
Intuitive Learning and Scholastic Learning	p. 2
Three Characters in Search of a Framework	p. 6
The Seven Intelligences	p. 12
The Framework Found	p. 14
Human Nature, Institutions, and Values: The Plan for This Book	p. 16
The �Natural� Learner
Conceptualizing the Development of the Mind	p. 25
Early Studies of the Mind	p. 25
Jean Piaget's Pioneering Studies of Cognitive Development	p. 27
The Mind After Piaget	p. 32
Spanning Biology and Culture	p. 39
Initial Learnings: Constraints and Possibilities	p. 45
The Philosophical Agenda	p. 45
The Finely Tuned Infant	p. 47
Piaget's Portrait of Infant Cognition	p. 50
Knowing the Social World	p. 53
Five Footnotes to Sensorimotor Knowledge	p. 55
Knowing the World Through Symbols	p. 59
Scholars of Symbols	p. 59
Language as a Symbol System	p. 62
Categorizing Objects and Events	p. 69
Play, Imagination, and the Birth of Theory	p. 73
A Study of Early Symbolization	p. 76
Pluralizing and Individualizing the Ways of Knowing	p. 86
The Worlds of the Preschooler: The Emergence of Intuitive Understandings	p. 91
The Child's Intuitive Theories	p. 93
Other Early Predispositions	p. 106
Five Constraints on Later Learning	p. 110
A Developmental Forecast	p. 113
The Powers and Limits of the Five-Year-Old Mind	p. 118
Understanding Educational Institutions
The Values and Traditions of Education	p. 125
Educational Options I: What Is to Be Taught?	p. 125
Aspects of Understanding	p. 127
Educational Options II: How Is Knowledge to Be Taught?	p. 129
An Institution That Educates: The Apprenticeship	p. 131
The Institution Called School	p. 137
The Early School	p. 138
The Burdens of School	p. 141
The Three Assignments of Modern Secular Schools	p. 142
Assessing Learning	p. 143
The Effects of School	p. 145
Institutional Constraints	p. 149
The Difficulties Posed by School: Misconceptions in the Sciences	p. 155
Varieties of Understanding	p. 157
Misconceptions in Physics	p. 164
Misconceptions in Biology	p. 171
Problems in Mathematics: Rigidly Applied Algorithms	p. 173
More Difficulties Posed by School: Stereotypes in the Social Sciences and the Humanities	p. 181
Problems in Economics and Statistics	p. 181
Stereotypes and Simplifications in the Humanistic Disciplines	p. 184
Problems in Historical and Literary Studies	p. 186
Simplifications in the Arts	p. 190
Some Concluding Comments About Misconceptions and Stereotypes	p. 194
Toward Education for Understanding
The Search for Solutions: Dead Ends and Promising Means	p. 199
The Limits of Basic Skills	p. 200
Cultural Literacy for the Nation	p. 202
A Traditional Strand in Education	p. 203
The Progressive Strand in Education	p. 205
The Limits of Progressive Education	p. 209
Education for Understanding During the Early Years	p. 215
Educational Environments for Young Children	p. 216
The Example of Project Spectrum	p. 220
Developing Literacies in the Early School Years	p. 226
Middle Childhood: Apprenticeships and Projects	p. 230
Schooling for Understanding in Middle Childhood	p. 236
Education for Understanding During the Adolescent Years	p. 243
Innovations Across the Curriculum	p. 245
The Nurturing of Individual Understanding: Five Entry Points	p. 263
Toward National and Global Understandings	p. 269
The Tale So Far	p. 270
The Four Nodes of School Reform	p. 274
Community Versus National Control of Education	p. 275
The Definition and Achievement of National Understandings	p. 278
Constraints and Possibilities: A Developmentally Attuned Education	p. 283
Notes	p. 287
Index	p. 311
Table of Contents provided by Ingram. All Rights Reserved.

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 recipient of a MacArthur Fellowship and twenty-seven honorary degrees, he is the author of more than twenty books. He lives in Cambridge, Massachusetts.

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