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  1. The Mind’s New Science: A History of the Cognitive Revolution.Howard Gardner - 1985 - 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. Neuroethics in Education.Kimberly Sheridan, Elena Zinchenko & Howard Gardner - forthcoming - Neuroethics: Defining the Issues in Theory, Practice, and Policy:265--275.
     
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  3.  2
    Character Compass: How Powerful School Culture Can Point Students Toward Success.Scott Seider & Howard Gardner - 2012 - 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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  4. Intelligence Reframed.Howard Gardner - 2000 - British Journal of Educational Studies 48 (4):453-454.
     
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  5.  2
    The Quest for Mind.Howard Gardner - 1972 - New York: Knopf.
  6.  4
    The Disciplined Mind: What All Students Should Understand.Howard Gardner - 1999
    Explores the nature of learning and argues that education should promote an understanding of the physical, biological, and social worlds from a personal as well as social and cultural perspective.
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  7.  65
    The Arts and Human Development.Howard Gardner - 1974 - Journal of Aesthetics and Art Criticism 33 (2):228-231.
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  8. The Development and Education of the Mind: The Selected Works of Howard Gardner.Howard Gardner - 2006 - 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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  9.  6
    Art, Mind, and Brain: A Cognitive Approach to Creativity.Francine Smolucha & Howard Gardner - 1984 - Journal of Aesthetic Education 18 (2):108.
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  10.  7
    The Quest for Mind: Piaget, Lévi-Strauss, and the Structuralist Movement.Howard Gardner - 1974 - University of Chicago Press.
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  11.  51
    Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach.Zachary Stein, Michael Connell & Howard Gardner - 2008 - 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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  12.  9
    Hemisphere Specialization: Definitions, Not Incantations.Hiram H. Brownell & Howard Gardner - 1981 - Behavioral and Brain Sciences 4 (1):64-65.
  13.  11
    Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach.Zachary Stein, Michael Connell & Howard Gardner - 2008 - 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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  14. When False Representations Ring True (and When They Don't).Katie Davis, Scott Seider & Howard Gardner - 2008 - 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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  15. Piaget and Levi-Strauss: The Quest for Mind.Howard Gardner - forthcoming - Social Research: An International Quarterly.
     
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  16.  5
    What We Know About the Two Halves of the Brain.Howard Gardner - 1978 - Journal of Aesthetic Education 12 (1):105.
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  17.  60
    Taking a Multiple Intelligences Perspective.Howard Gardner - 2017 - Behavioral and Brain Sciences 40.
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  18.  54
    A Psychological Investigation of Nelson Goodman’s Theory of Symbols.Howard Gardner - 1974 - The Monist 58 (2):319-326.
    At the conclusion of Languages of Art Nelson Goodman suggests that his theory of symbols has implications which extend beyond the philosopher’s chambers. He indicates that an exploration of the distinctions and framework introduced in the book might lead to revisions in educational psychology. Work undertaken in recent years by Goodman and his associates at Harvard Project Zero has been directly concerned with the psychological and educational implications of the theory of symbols. I would like to describe some early results (...)
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  19.  23
    The Tensions Between Education and Development.Howard Gardner - 1991 - 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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  20. Multiple Approaches to Understanding.Howard Gardner - 2009 - In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge.
  21. Scientific Psychology: Should We Bury It or Praise It?Howard Gardner - 2009 - Humana Mente 3 (11).
  22.  88
    On Figure and Texture in Aesthetic Perception.Howard Gardner - 1972 - British Journal of Aesthetics 12 (1):40-59.
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  23.  30
    Igor Stravinsky: The Poetics and Politics of Music.Howard Gardner - 2013 - Avant: Trends in Interdisciplinary Studies 4 (3).
    The most famous sentence in Igor Stravinsky’s autobiography reads: “Music is by its very nature powerless to express anything at all.” When it appeared, this sentence surprised his audience. After all, Stravinsky had composed some of the most expressive music of the twentieth century, from the lyrical Petrouchka to the dramatic Le sacre du printemps to the elegaic Symphony of Psalms. But ever the polemicist, Stravinsky was in actuality blasting those whom he regarded as his aesthetic opponents, such as the (...)
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  24. Les Intelligences Multiples Pour Changer l'École : La Prise En Compte des Différentes Formes D'Intelligence.Howard Gardner - 1996
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  25. Why “Zero”? A Brief Introduction to Project Zero.D. Perkins & Howard Gardner - 1988 - Journal of Aesthetic Education 22 (1):7-10.
     
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  26.  87
    Artful Scribbles: The Significance of Children's Drawings.Howard Gardner - 1981 - Journal of Aesthetics and Art Criticism 39 (4):464-465.
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  27.  43
    Project Zero: Nelson Goodman's Legacy in Arts Education.Howard Gardner - 2000 - Journal of Aesthetics and Art Criticism 58 (3):245-249.
  28.  23
    Massimo Piattelli-Palmarini, Ed.. "Language and Learning: The Debate Between Jean Piaget and Noam Chomsky". [REVIEW]Howard Gardner - 1983 - New Vico Studies 1:112.
  29.  14
    Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. [REVIEW]Howard Gardner - 1983 - New Vico Studies 1:112-113.
  30.  17
    Toward More Effective Arts Education.Howard Gardner - 1988 - Journal of Aesthetic Education 22 (1):157.
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  31.  17
    On Preserving and Extending Piaget's Contributions.Howard Gardner - 1979 - Behavioral and Brain Sciences 2 (1):141-141.
  32.  18
    The Centrality of Modules.Howard Gardner - 1985 - Behavioral and Brain Sciences 8 (1):12-14.
  33.  9
    Response to José RosarioResponse to Jose Rosario.Ellen Winner & Howard Gardner - 1977 - Journal of Aesthetic Education 11 (1):101.
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  34.  14
    Computational Neurolinguistics: Promises, Promises.Howard Gardner - 1979 - Behavioral and Brain Sciences 2 (3):464-465.
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  35.  19
    Language and Learning.Howard Gardner - 1983 - New Vico Studies 1:112-113.
  36.  12
    A Social Synthesis.Howard Gardner - 1978 - Behavioral and Brain Sciences 1 (4):572-572.
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  37.  14
    Aesthetic Education: The Long Haul.Howard Gardner - 1986 - Journal of Aesthetic Education 20 (4):53.
  38.  13
    Educating for Good Work: From Research to Practice.Daniel Mucinskas & Howard Gardner - 2013 - British Journal of Educational Studies 61 (4):1-18.
  39.  11
    On Going Beyond the Literal: The Development of Sensitivity to Artistic Symbols.Jen Silverman, Ellen Winner & Howard Gardner - 1976 - Semiotica 18 (4).
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  40.  12
    The Structural Analysis of Protocols and Myths: A Comparison of the Methods of Jean Piaget and Claude Lévi-Strauss.Howard Gardner - 1972 - Semiotica 5 (1).
  41. Cognition Comes of Age.Howard Gardner - 1980 - In Massimo Piattelli-Palmarini (ed.), Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. Harvard University Press.
     
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  42.  6
    The Arts and Human Development: A Psychological Study of the Artistic Process.Dale B. Harris & Howard Gardner - 1976 - Journal of Aesthetic Education 10 (3/4):243.
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  43.  8
    Promising Paths Toward Artistic Knowledge: A Report From Harvard Project Zero.Howard Gardner - 1976 - Journal of Aesthetic Education 10 (3/4):201.
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  44.  8
    Sifting the Special From the Shared: Notes Toward an Agenda for Research in Arts Education.Howard Gardner - 1977 - Journal of Aesthetic Education 11 (2):31.
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  45.  44
    The Development of Sensitivity to Artistic Styles.Howard Gardner - 1971 - Journal of Aesthetics and Art Criticism 29 (4):515-527.
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  46.  10
    Conceptual and Experiential Cognition in Music.Bruce Torff & Howard Gardner - 1999 - Journal of Aesthetic Education 33 (4):93.
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  47.  15
    The Development of Metaphoric Competence: Implications for Humanistic Disciplines.Howard Gardner & Ellen Winner - 1978 - 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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  48.  24
    From Mode to Symbol: Thoughts on the Genesis of the Arts.Howard Gardner - 1970 - British Journal of Aesthetics 10 (4):359-375.
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  49.  8
    Children's Conceptions of the Arts.Howard Gardner - 1975 - Journal of Aesthetic Education 9 (3):60.
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  50.  8
    The Key in the Slot: Creativity in a Chinese Key.Howard Gardner - 1989 - Journal of Aesthetic Education 23 (1):141.
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