The Unschooled Mind - Howard Gardener

320 Index

Science Statistics, misconceptions and
early understanding of, 3–6 stereotypes in, 181, 182–184
educational goals and methods,
xx–xxi Stereotypes
in early school years, 228–229 adaptive factors leading to, 16
misconceptions in, 164–173 as constraints on educational
spontaneous concepts and, 147 experience, 111
tools and methods for teaching, categorization, 107–108, 109–110
xvii–xviii Christopherian confrontations, 255
U-shaped development in, 116–117 development of educational
See also Biology; Intuitive theories; approaches, 270–274
Physics education for understanding,
194–196, 266–267
Scribner, Sylvia, 148, 163 in a five-year-old mind, 120
Scripts in arts and humanities, 164, 181,
184–190, 255–260
as constraints on educational in science and mathematics, 180
experience, 111 in social sciences, 164, 181–186
intuitive and scholastic learning, 5
in language, 71–73 multiple entry points to
internal contradictions, 109–110 understanding, 266–267
intuitive and scholastic learning, 5 naming and classifying leading to, 71
misconceptions in history, See also Algorithms; Misconception

humanities, and the arts, 181 Stern, Wilhelm, 71
misconceptions in science and Strauss, Leo, 204, 210
Strauss, Sidney, 116
mathematics, 180 Stravinsky, Igor, 285
See also Language; Stereotypes Stretch of mind, xxiv
Shakespeare, William, 100–101, 204 Students
Simmons, Rebecca, 177
Sizer, Theodore, xiv, 282 and disciplinary expertise, 7–10, 219
Skilled person. See Disciplinary expert college age, 3–4, 164–166, 174–175,
Skinner, B. F., 26
Social and emotional development, 32, 182–183, 188–189, 190–192,
192–193, 195–196, 253–254
53–55, 55–56. See also Cognitive constraints on, 7–8, 153–154
development in early school years, 138–141,
Social sciences 155–157
and multiple entry points, 264–265 in middle childhood, 230–241,
misconceptions and stereotypes in, 240–241
164, 180, 181–184, 184–186 less-advantaged, 201, 212, 236
See also Statistics population changes of, 155–157, 201
Socrates, 45 traditional, 7–8, 10–11, 138–141
Spock, Benjamin, 26 See also Individual differences;
Stage theory. See Piagetian theory Schools; Teachers
Standards Symbol systems, organization of, 61
in evaluation of arts, 261 and notations, 81–82, 86, 138,
in progressive education, 210 174–175, 190–192
national, 20, 275–278, 280 child’s development in, 1–2, 59–62,
See also Assessment; Curriculum: 68, 77, 88–89, 107–108
national; National examinations;
Values

Index 321

early symbolization study, 76–86 computers as model for human
pragmatics of, 61, 67–69, 84–86 mind, 33–34, 44
pretend play, 60, 74–76
scholars of, 59–62 early education, 239–240
semantics of, 61, 66–67, 79 Envisioning Machine, 247–248
syntax of, 61, 62–66, 65–67 Geometric Supposer, 252
See also Knowledge: notational; growing role in daily life, xxvi–xxvii
Immigrant, 239–240, 255–256
Knowledge: symbolic; Language; instilling reflection, 244
Mathematics; Music; Physics Jasper, 239–240, 244
Synthesizing mind, xxiii museum program, 217
ThinkerTool, 248–249
Teachers video portfolios, 232
and art education, 260–262 Visual Almanac, 249–250
and correct-answer compromises, Tests and examinations
162–163, 189–190 as accountability measures, 154
and early childhood education, as measures of understanding, 3, 6,
222–224
and enabling understanding, 15, 71, 144–145, 157, 165,
162–163, 178–179, 195–196 189–190, 195–196
and history instruction, 189–190 contrasted with projects, 232–233
and technology, 239 national and standardized, 143–145,
as curriculum brokers, 266 151, 211, 279–282
as models, 141, 219–220 performance-based, 281
individual learning styles, 263–264 schooled versus unschooled
institutional constraints, 150–154, individuals, 113–115, 148–149
163–164, 201–202, 264 text-test context, 7, 18, 166–167
knowledge base and understanding, See also Assessment; National
153–154, 194–196 examinations; Performances
mathematics instruction, 178–179, Theory, children’s intuitive. See
237–238 Intuitive theories
physics instruction, 246–247 Thorndike, Edward, 211
population changes of, 201–202 Tolstoy, Lev Nikolayevich, 204
potency of the unschooled mind, Tversky, Amos, 183–184
xiv–xvi
progressive schools, 209–210 Understanding
reciprocal teaching approach, among college students, 3–4,
236–238 174–175, 182–183, 188–189,
theories of child development, 27, 46 190–192, 192–193, 195–196,
training of, 275, 280 253–254
Vygotsky’s educational notions, xvii correct-answer compromises
whole language approach, 226–228 contrasted with, 164
See also Educational approaches; difficulty achieving due to
Students constraints, 12–14, 16–17, 57–58,
112, 150–154, 271
Technology disciplinary understanding, 9–12,
at-risk students, 236–237 14–15, 127–129, 163, 189–190,
Christopherian encounters, 247–251 195–196, 200, 208, 213–214, 218,
computer programming, 177 280

322 Index

Understanding (continued) as constraints, 109, 112
disjunctions and gaps in, 5–6, 9–12, concerning education in United
121, 128, 146–147, 158–159,
160–161, 163–164, 170–171, States, 277–278
176–177, 177–178, 219, 230, 271 critique of by Allan Bloom,
during early years, 215–216
entry points to individual 203–205
understanding, 263–268 educational vision and goals, xix–xx
gap between genuine understanding institutional and human constraints,
and performance, 6
in adolescent years, 240, 243–245 17–18
in early childhood, 229–230, 240, institutional constraints on learning,
240–241
in early school years, 226–230, 240 151
in middle childhood, 230–241 institutional responsibility for
in various disciplines of knowledge,
3–5, 8–12, 116–117, 127–128, inculcating, 19
164–180, 195–196, 199–200, moral values of children, 109–110,
257–260, 262–263, 282
institutional responsibility for 112, 119
inculcating, 19 national curriculum and standards,
reforms and innovations to enable,
20, 136–140, 195–196, 215–220, 276
230–236, 240–241, 247–251, transmission via schooling, 141–142,
255–256, 262–263, 271–272,
274–275, 280–281 150–151
teachers’, 153–154, 194–196 See also Standards
tests as measures of, 3–5, 8–9, Voss, James, 181–182
116–117, 127–128, 165, 195–196, Vygotsky, Lev, xvii, 42, 147, 284
199–200, 257–258, 261, 280–281
See also Disciplinary expert; Walters, Joseph, 239
Education for understanding; Watson, John B., 26
Knowledge; Performances: of Watson, Malcolm, 83
understanding Weber, Max, 204
Werner, Heinz, 62
Values Whitla, Janet, xiv
aesthetic, of children, 108–110, 119, Wimmer, Heinz, 102
193 Wolf, Dennie, 77, 188
aesthetic, of college students, Writing
192–193
difficulties interpreting texts,
186–187

early schools, 141–142
from Paleolithic to modern times,

137–138
intuitive and scholastic learning, 2
limits of basic skills, 200–201
See also Basic skills;

Literacy/literacies; Reading