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  1. Howard Gardner (1987). The Mind's New Science: A History Of The Cognitive Revolution. Basic Books.
    The first full-scale history of cognitive science, this work addresses a central issue: What is the nature of knowledge?
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  2.  62
    Katie Davis, Scott Seider & Howard Gardner (2008). When False Representations Ring True (and When They Don't). Social Research: An International Quarterly 75 (4):1085-1108.
    We examine the circumstances under which young people engage in fabricated self-representations and explore the individual and societal factors that compel and sanction these fabrications. There are circumstances under which self-fabrications may have beneficial effects and are, thus, authorized representations of the self. In contrast, a false, or unauthorized, self-representation is one that results in harm to the self, to others, and/or society. We discuss an educational curriculum designed to encourage students to reflect on their roles and responsibilities in the (...)
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  3. Howard Gardner (1993). Multiple Intelligences the Theory in Practice.
     
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  4.  14
    Howard Gardner (1974). The Arts and Human Development. Journal of Aesthetics and Art Criticism 33 (2):228-231.
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  5. Scott Seider & Howard Gardner (2012). Character Compass: How Powerful School Culture Can Point Students Toward Success. Harvard Education Press.
    In _Character Compass_, Scott Seider offers portraits of three high-performing urban schools in Boston, Massachusetts that have made character development central to their mission of supporting student success, yet define character in three very different ways. One school focuses on students’ moral character development, another emphasizes civic character development, and the third prioritizes performance character development. Drawing on surveys, interviews, field notes, and student achievement data, _Character Compass _highlights the unique effects of these distinct approaches to character development as well (...)
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  6.  95
    Howard Gardner (2006). The Development and Education of the Mind: The Selected Works of Howard Gardner. Routledge.
    In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces--extracts from books, key articles, salient research findings, major theoretical and/practical contributions--so the work can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field. A developmental psychologist by training, Howard Gardner has spent the last 30 years researching, thinking (...)
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  7. Howard Gardner (2000). Intelligence Reframed. British Journal of Educational Studies 48 (4):453-454.
     
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  8. Howard Gardner (1999). The Disciplined Mind What All Students Should Understand. Monograph Collection (Matt - Pseudo).
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  9.  22
    Zachary Stein, Michael Connell & Howard Gardner (2008). Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach. Journal of Philosophy of Education 42 (3-4):401-414.
    This article argues that certain philosophically devised quality control parameters should guide approaches to interdisciplinary education. We sketch the kind of reflections we think are necessary in order to produce epistemologically responsible curricula. We suggest that the two overarching epistemic dimensions of levels of analysis and basic viewpoints go a long way towards clarifying the structure of interdisciplinary validity claims. Through a discussion of how best to teach basic ideas about numeracy in Mind, Brain, and Education, we discuss what it (...)
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  10.  1
    Hiram H. Brownell & Howard Gardner (1981). Hemisphere Specialization: Definitions, Not Incantations. Behavioral and Brain Sciences 4 (1):64.
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  11. Howard Gardner (1981/1974). The Quest for Mind: Piaget, Lévi-Strauss, and the Structuralist Movement. University of Chicago Press.
     
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  12.  43
    Howard Gardner (1972). On Figure and Texture in Aesthetic Perception. British Journal of Aesthetics 12 (1):40-59.
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  13.  16
    Howard Gardner (1991). The Tensions Between Education and Development. Journal of Moral Education 20 (2):113-125.
    Abstract Most scholars, including Lawrence Kohlberg, have maintained that the principles of human development can mesh readily with the goals of the educational system. However, children's intuitive theories and conceptions turn out to be so powerful that they often undermine the overt goals of education. Indeed, there is typically a disjunction between early forms of understanding, the forms that school attempts to inculcate, and the kinds of knowledge required for expert performance in a domain. Though the issue has not been (...)
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  14.  27
    Howard Gardner (1971). The Development of Sensitivity to Artistic Styles. Journal of Aesthetics and Art Criticism 29 (4):515-527.
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  15.  23
    Howard Gardner (2000). Project Zero: Nelson Goodman's Legacy in Arts Education. Journal of Aesthetics and Art Criticism 58 (3):245-249.
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  16.  5
    Kimberly Sheridan, Elena Zinchenko & Howard Gardner (forthcoming). Neuroethics in Education. Neuroethics: Defining the Issues in Theory, Practice, and Policy:265--275.
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  17.  11
    Howard Gardner (1974). A Psychological Investigation of Nelson Goodman's Theory of Symbols. The Monist 58 (2):319-326.
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  18.  4
    Daniel Mucinskas & Howard Gardner (2013). Educating for Good Work: From Research to Practice. British Journal of Educational Studies 61 (4):1-18.
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  19.  1
    Howard Gardner (1981). Artful Scribbles: The Significance of Children's Drawings. Journal of Aesthetics and Art Criticism 39 (4):464-465.
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  20. Howard Gardner (1972/1973). The Quest for Mind. New York,Knopf.
     
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  21.  12
    Howard Gardner (1970). From Mode to Symbol: Thoughts on the Genesis of the Arts. British Journal of Aesthetics 10 (4):359-375.
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  22. Howard Gardner (1989). The Key in the Slot: Creativity in a Chinese Key. Journal of Aesthetic Education 23 (1):141.
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  23.  3
    Howard Gardner (1972). The Structural Analysis of Protocols and Myths: A Comparison of the Methods of Jean Piaget and Claude Lévi-Strauss. Semiotica 5 (1).
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  24. Howard Gardner (1980). Cognition Comes of Age. In Massimo Piattelli-Palmarini (ed.), Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. Harvard University Press
     
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  25.  2
    Howard Gardner (1979). On Preserving and Extending Piaget's Contributions. Behavioral and Brain Sciences 2 (1):141.
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  26.  1
    Howard Gardner (1988). Toward More Effective Arts Education. Journal of Aesthetic Education 22 (1):157.
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  27.  2
    Howard Gardner (1985). The Centrality of Modules. Behavioral and Brain Sciences 8 (1):12-14.
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  28.  3
    Howard Gardner (1983). Language and Learning. New Vico Studies 1:112-113.
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  29.  1
    Howard Gardner (1986). Aesthetic Education: The Long Haul. Journal of Aesthetic Education 20 (4):53.
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  30. Howard Gardner (1978). A Social Synthesis. Behavioral and Brain Sciences 1 (4):572.
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  31. Howard Gardner (1975). Children's Conceptions of the Arts. Journal of Aesthetic Education 9 (3):60.
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  32. Howard Gardner (1979). Computational Neurolinguistics: Promises, Promises. Behavioral and Brain Sciences 2 (3):464-465.
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  33. Howard Gardner (2013). Igor Stravinsky: The Poetics and Politics of Music. Avant: Trends in Interdisciplinary Studies 3.
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  34. Howard Gardner (1996). Les Intelligences Multiples Pour Changer l'École : La Prise En Compte des Différentes Formes D'Intelligence. Monograph Collection (Matt - Pseudo).
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  35. Howard Gardner (2009). Multiple Approaches to Understanding. In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge
     
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  36. Howard Gardner (1983). Massimo Piattelli-Palmarini, Ed.. "Language and Learning: The Debate Between Jean Piaget and Noam Chomsky". [REVIEW] New Vico Studies 1:112.
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  37. Howard Gardner (forthcoming). Piaget and Levi-Strauss: The Quest for Mind. Social Research.
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  38. Howard Gardner (1971). Problem-Solving in the Arts and Sciences. Journal of Aesthetic Education 5 (1):93.
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  39. Howard Gardner (1976). Promising Paths Toward Artistic Knowledge: A Report From Harvard Project Zero. Journal of Aesthetic Education 10 (3/4):201.
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  40. Howard Gardner (2009). Scientific Psychology: Should We Bury It or Praise It? Humana.Mente 11.
     
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  41. Howard Gardner (1977). Sifting the Special From the Shared: Notes Toward an Agenda for Research in Arts Education. Journal of Aesthetic Education 11 (2):31.
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  42. Howard Gardner (1973). The Arts and Human Development a Psychological Study of the Artistic Process.
     
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  43. Howard Gardner & Ellen Winner (1978). The Development of Metaphoric Competence: Implications for Humanistic Disciplines. Critical Inquiry 5 (1):123-141.
    In lieu of hand-waving, let us begin our treatment of psychological research on metaphor by considering some common interests shared by psychologists, on the one hand, and by philosophically oriented humanists, on the other. At least four areas have proved sufficiently central to both groups to merit extensive discussion in the respective literatures. At first issue centers on the specificity of the processes involved in metaphor: Is metaphoric skill a capacity especially intertwined with linguistic skills, or is it a much (...)
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  44. Howard Gardner (1978). What We Know About the Two Halves of the Brain. Journal of Aesthetic Education 12 (1):105.
     
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  45. D. Perkins & Howard Gardner (1988). Why “Zero”? A Brief Introduction to Project Zero. Journal of Aesthetic Education 22 (1):7-10.
     
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  46. Jen Silverman, Ellen Winner & Howard Gardner (1976). On Going Beyond the Literal: The Development of Sensitivity to Artistic Symbols. Semiotica 18 (4).
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  47. Bruce Torff & Howard Gardner (forthcoming). Conceptual and Experiential Cognition in Music. Journal of Aesthetic Education.
     
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