TY - JOUR
AU - Jarjisian, Catherine
AB - BOOK REVIEW THE UNSCHOOLED MIND How CHllDREN THINKAND How SCHOOLS SHOUlD TFACH BY HOWARD GARDNER I REVIEWED BY CATHERINE JARJISIAN Howard Gardner is well known to students in all disciplines. Three characters teacher educators, particularly forhisearlier are described-the intuitive or natural book, Frames ofMind: The Theory ofMuir leamer, the scholastic learner (traditional tipleInteUigences(1983). Morerecently, the student), and the disciplinary expert. In addition, thereisa briefreview of the seven ConferenceonArtistic Intelligences (1989) and the development of Arts PROPEL intelligences defined in his earlier book, have familiarized music teacher educators with the implication that they also are even more specifically with Gardner's modes ofrepresenting knowledge. Further, work. In The Unschooled Mind (1991), Gardneroffers a framework foreducational Gardnercontinues to prickthe consciences understanding: thelearningcharacters' age, of educators by getting down to the very constraints, and typical performances are heart ofthe matter. Schools, hesays, do not considered in lightofgaps amongkindsof nowteachthewaychildren learn, andoften learning, intelligences, and "bridges," what children learn before or outside of Gardner's term for traditional apprentice- school is more powerful than competing shipsandcontemporcuychildren'smuseums. information presented in school and can The first of the threemainpartsof the interferewithschool-delivered knowledge. book, "The Natural Learner," begins with a review ofprevious theories ofthe develop- Gardnercontendsin his introductory 
TI - The Unschooled Mind: How Children Think and How Schools Should Teach
JF - Journal of Music Teacher Education
DO - 10.1177/105708379200200106
DA - 1992-09-01
UR - https://www.deepdyve.com/lp/sage/the-unschooled-mind-how-children-think-and-how-schools-should-teach-5Cqxb9WgeF
SP - 29
EP - 30
VL - 2
IS - 1
DP - DeepDyve
ER -