The unschooled mind : how children think and how schools should teach

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Merging 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.

Reseñas (3)

Reseña de Publisher's Weekly

The failings of schools have been discussed and analyzed from a dazzling array of perspectives. In this study, the author, a professor at the Harvard School of Education and a practitioner of cognitive science based on a theory of multiple intelligences, adopts a credibly innovative approach, contending that even when a school appears to succeed, ``it typically fails to achieve its most important missions.'' The root flaw, as he views it, is a lack of ``genuine understanding''--as opposed to ``acceptable mastery''--on the student's part. Gardner sees access to better education in the alliance of three potential teammates: the intuitive preschooler, the traditional older child working through a curriculum, and an expert/teacher capable of extending skills and understandings in new ways. One answer to why so many students lose their enthusiasm for school is found here, as well as promising proposals for school reform, like museum collaborations and apprenticeship projects. Gardner's study offers a wealth of material for significant school restructuring. (Oct.) (c) Copyright PWxyz, LLC. All rights reserved

Kirkus Review

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, etc.) developed a theory that human beings learn and perform through multiple intelligences (seven, to be precise, from verbal to kinesthetic and interpersonal). His own and other studies in these areas revealed that students who may be letter-perfect in a school subject such as physics fail spectacularly in transferring that knowledge from classroom exercises to problems in the real world. Even adults abandon book learning and invoke pictures of the world--including stereotypes about the forces of gravity or about skin color--that they constructed as early as five years old. The emperor is exposed as being not only naked but ignorant. If such early childhood ``schema,'' as Piaget called them, are so tenacious, then harness them for learning in the advanced classroom, Gardner advises. He recommends reevaluating the concept of apprenticeships and using the hands-on, multimedia techniques seen in children's museum programs. The developmental theories of Piaget and Chomsky are respectfully challenged, the push to ``cultural literacy'' and ``back to basics'' less respectfully. At issue is the unexamined idea. Gardner calls for schools and teachers to encourage personal ``Christopherian confrontations,'' the encounter between belief and reality that Christopher Columbus presented when he did not sail off the edge of the world. An exciting proposal for restructuring schools in order to guide students to a genuine understanding of the world. A bonus is the extraordinary insight into why children and adults seem to resist learning and why they often behave in such mystifying ways.

Revisar OPCIONES

Gardner examines learning and schooling with a perspective emerging from cognitive science and from his own investigations into the nature of creativity, multiple intelligences, and cultural influences. Of the many recently written fine books addressing issues of education and learning, this work stands out for its comprehensiveness, accessibility, and fresh and powerful insights. Reading it provides the teacher, parent, student, or citizen with a new understanding of the process of schooling and its relationship to the human mind. The transformation of the five-year-old's intuitive intellectual constructs into the knowledge of the practitioner of a discipline is complex and is generally not well served by our present system of education. In some sense, Gardner rediscovers John Dewey, but also goes beyond him as a result of new cognitive research. The changes in the structure of schools that the author suggests are based on the nature of the learner and learning. Useful examples of programs that are implementing these principles of education are provided. Highly recommended for all readers; should be required for educators.-S. Sugarman, Bennington College

Tabla de contenido

Acknowledgments	p. xi
Chapter 1 Introduction: the Central Puzzles of Learning	p. 1
Part I The "Natural" Learner	p. 21
Chapter 2 Conceptualizing the Development of the Mind	p. 23
Chapter 3 Initial Learnings: Constraints and Possibilities	p. 42
Chapter 4 Knowing the World through Symbols	p. 55
Chapter 5 The Worlds of the Preschooler: the Emergence of Intuitive Understandings	p. 84
Part II Understanding Educational Institutions	p. 113
Chapter 6 The Values and Traditions of Education	p. 115
Chapter 7 The Institution Called School	p. 126
Chapter 8 The Difficulties Posed by School: Misconceptions in the Sciences	p. 143
Chapter 9 More Difficulties Posed by School: Stereotypes in the Social Sciences and the Humanities	p. 167
Part III Toward Education for Understanding	p. 183
Chapter 10 The Search for Solutions: Dead Ends and Promising Means	p. 185
Chapter 11 Education for Understanding during the Early Years	p. 200
Chapter 12 Education for Understanding during the Adolescent Years	p. 225
Chapter 13 Toward National and Global Understandings	p. 249
Notes	p. 265
Name Index	p. 293
Subject Index	p. 297

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