The Unschooled Mind: How Children Think And How Schools Should Teach

I read this book a few years ago as part of a course in my Master's degree program. I had some familiarity with Gardner's work, mainly the seven intelligences. However, until an educator has read this book, the educator can not apply the seven intelligences in the class room or teach effectively.

My dad once told me that I never learn anything until I break something. I was 16 and had just wrecked my first car. I never crashed again. This is the concept behind Gardner's book. We learn from our experiences. We learn by applying knowledge in real life situation. Knowledge is not necessarily power, but it is part of the equation. After teaching concepts in my class with follow-up assignments which were real life activities/experiences, I saw test results improve and student interest increase dramatically. Students only want to learn what is useful to them so teachers must show subject matter to be relavent to the student's lives. Gardner explains how a students mind can grow through these means.

This is a great read even if you are a parent who want to explore how your child learns. Highly recommended!

Howard Gardner's book The Unschooled Mind is an excellent source for teachers and administrators alike. It examines the different kinds of learners and how current educational practices are not addressing those learners. By reading this book, teachers and administrators will gain a better sense of cognitive development and can therefore design curriculum to best suit their students' needs. The Unschooled Mind is organized in a very pleasing format. There are three main sections. The first section tells about cognitive, psychological, and educational research, including the theory of multiple intelligences. In the second section, educational norms and institutions are discussed. The third section of the book gives suggestions for solutions and calls for educational reform. I especially enjoyed the format of the book because it sequences theory, practice, and reform. The main question addressed is why students do not master what they should be learning. Gardner states that educators have traditionally accepted rote and ritualistic learning. However, does this show genuine understanding? Even "successful" students often do not possess a deep sense of class material. Teachers need to take into account multiple intelligences and realize that not all students learn, solve problems, or undertake tasks in the same manner. People acquire knowledge in different ways. Studies have shown that children can master complex domains, but not those designed in school curriculums. It was so fascinating for me to read about developmental theorists and, especially, to compare the studies of Darwin and Piaget to modern research about brain development. Since society, education, and culture influence children as they grow, it is important for teachers to create meaningful learning experiences. A quote in the second section of the book completely intrigued me: "By the time the child has reached the age of seven or so, his development has become completely intertwined with the values and goals of the culture. (Gardner, chapter 5) It made me think of how my job as a teacher-in addition to the jobs of administrators, who design school curriculum-is so important. If educators, as experts, design school curriculum, they contribute to the understanding of learners. So how should knowledge be taught so that it provides that deep sense of understanding we seek? Reading the examples of content areas and students' understandings and interpretations of them was very interesting to me because it helped me to see the importance of constructing instructions well. It also helped me to see the great variety of understandings that students have and how to take those different understandings into account for assessment purposes. Education today calls for constructive, activity-centered learning (a la John Dewey). I know that my entire school day does not consist of strictly collaborative learning. Learning basic skills requires some drilling. I just need to find the best balance in my teaching. The Unschooled Mind helped me realize how important parents and teachers are to children's lives and how they need to take great care in creating meaningful learning experiences for their children.

I have read and re-read Unschooled Minds by Howard Gardner to better understand how my colleagues and me, as teachers, can better instruct our students with regard to each student's cognitive and skills abilities in mind.

Gardner's theory that each child contains several intelligences (i.e., mathematical/logistical, intrapersonal, interpersonal, kinesthetic, with one or more predominating) appears to be a viable thoery in my experiences as an instructor. This book has allowed me to understand why some children simply don't respond to the traditional ways of teaching. Reading this has reduced the frustration level for both me and my students, and has let me expand my methods and level of instruction. Since I also am in favor of apprenticeships for students (matching their skills w/ jobs) and taking risks, this book appealed to my own philosophies.

Possibly the best legacy of Gardner's teaching is that many children who would otherwise be left-for-dead instructionally are now being taught to good results using Gardner's methods, including my own.

Howard Gardner's theory has opened a new frontier for education and all life aspects. In this book he brakes paradigms of standardize schooling for the young. This is a must read book for teachers on the primary grades in order to understand how children think and to reevaluate our system of education and the way we teach.

This is important reading for all teachers and administrators. Gardner provides powerful insights into why schools aren't producing students with the skills to solve problems in real-life settings. His ideas help us examine how schools today could effectively teach for understanding.