The Development and Education of the Mind
The Selected Works of Howard Gardner
By (author) Howard Gardner
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Development and Education of the Mind by Howard Gardner
Book DescriptionLeading American psychologist and educator Howard Gardner has assembled his most important writings about education. Spanning over thirty years, this collection reveals the thinking, the concepts and the empirical research that have made Gardner one of the most respected and cited educational authorities of our time. Trained originally as a psychologist at Harvard University, Howard Gardner begins with personal sketches and tributes to his major teachers and mentors. He then presents the work for which he is best-known - the theory of multiple intelligences - including a summary of the original theory and accounts of how it has been updated over the years. Other seminal papers featured include: * education in the arts * the nature of understanding * powerful ways in which to assess learning * broad statements about the educational enterprise * how education is likely to evolve in the globalised world of the twenty-first century.
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Book DetailsISBN: 9780415367295
(234mm x 156mm x 21mm)
Imprint: Taylor & Francis Ltd
Publisher: Taylor & Francis Ltd
Publish Date: 24-Nov-2005
Country of Publication: United Kingdom
Books By Author Howard Gardner
Emotions, Learning, and the Brain, Hardback (December 2015)
An orientation to affective neuroscience as it relates to educators.
App Generation, Paperback (October 2014)
From the famed Harvard psychologist and an expert on the impact of digital media technologies, a riveting exploration of the power of apps to shape our young people--for better or for worse
Truth, Beauty, and Goodness Reframed, Paperback (November 2012)
From one of the world's most influential public intellectuals, an elucidating primer on the foundations of ethics and virtue in the modern age.
Unschooled Mind, Paperback (April 2011)» View all books by Howard Gardner
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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