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Howard Gardner [51]Howard Earl Gardner [1]
  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. Intelligence reframed.Howard Gardner - 2000 - British Journal of Educational Studies 48 (4):453-454.
     
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  3.  6
    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. 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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  5.  4
    The quest for mind.Howard Gardner - 1972 - New York,: Knopf.
  6.  11
    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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  7.  27
    The Disciplined Mind: What All Students Should Understand.Howard Gardner - 1999
    The educator who revolutionized our thinking with his theory of multiple intelligence now offers a far-reaching work on the nature of learning and the influence of culture.
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  8.  81
    The Arts and Human Development.Howard Gardner - 1974 - Journal of Aesthetics and Art Criticism 33 (2):228-231.
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  9. The development and education of the mind: the selected works of Howard Gardner.Howard Gardner - 2006 - New York: 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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  10.  11
    The quest for mind: Piaget, Lévi-Strauss, and the structuralist movement.Howard Gardner - 1974 - Chicago: University of Chicago Press.
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  11.  12
    Hemisphere specialization: Definitions, not incantations.Hiram H. Brownell & Howard Gardner - 1981 - Behavioral and Brain Sciences 4 (1):64-65.
  12.  53
    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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  13.  15
    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. Taking a multiple intelligences perspective.Howard Gardner - 2017 - Behavioral and Brain Sciences 40.
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  15.  8
    What We Know (And Don't Know) about the Two Halves of the Brain.Howard Gardner - 1978 - The Journal of Aesthetic Education 12 (1):113.
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  16. 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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  17. Piaget and Levi-Strauss: the quest for mind.Howard Gardner - forthcoming - Social Research: An International Quarterly.
     
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  18.  16
    Educating for Good Work: From Research to Practice.Daniel Mucinskas & Howard Gardner - 2013 - British Journal of Educational Studies 61 (4):1-18.
  19. 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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  20.  24
    Aesthetic Education: The Long Haul.Howard Gardner - 1986 - The Journal of Aesthetic Education 20 (4):53.
  21.  60
    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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  22.  17
    A social synthesis.Howard Gardner - 1978 - Behavioral and Brain Sciences 1 (4):572-572.
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  23. 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.
  24.  9
    Children's Conceptions of the Arts.Howard Gardner - 1975 - The Journal of Aesthetic Education 9 (3):60.
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  25.  16
    Computational neurolinguistics: promises, promises.Howard Gardner - 1979 - Behavioral and Brain Sciences 2 (3):464-465.
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  26.  32
    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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  27.  31
    Igor Stravinsky: The Poetics and Politics of Music.Howard Gardner - 2013 - Avant: Trends in Interdisciplinary Studies 4 (3):199-241.
    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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  28.  23
    Language and Learning.Howard Gardner - 1983 - New Vico Studies 1:112-113.
  29.  4
    Les intelligences multiples: pour changer l'école, la prise en compte des différentes formes d'intelligence.Howard Gardner - 1996
    Psychologue cognitiviste américain de renommée internationale Howard Gardner mène, depuis trente ans, des recherches sur l'intelligence qui renouvellent l'approche traditionnelle de la question. Il montre en particulier que le test du Q.I., largement utilisé, en France notamment, pour déterminer les aptitudes des individus, n'explore en fait qu'un seul type d'intelligence. Résumant dans ce livre ses recherches antérieures, Gardner explique qu'il existe en réalité sept formes d'intelligence qui recouvrent dans leurs nuances l'ensemble des capacités humaines : l'intelligence verbale, logico-mathématique, spatiale, musicale, (...)
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  30. Multiple approaches to understanding.Howard Gardner - 2009 - In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge.
  31.  91
    On figure and texture in aesthetic perception.Howard Gardner - 1972 - British Journal of Aesthetics 12 (1):40-59.
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  32.  19
    On preserving and extending Piaget's contributions.Howard Gardner - 1979 - Behavioral and Brain Sciences 2 (1):141-141.
  33.  9
    Problem-Solving in the Arts and Sciences.Howard Gardner - 1971 - The Journal of Aesthetic Education 5 (1):93.
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  34.  14
    Promising Paths toward Artistic Knowledge: A Report from Harvard Project Zero.Howard Gardner - 1976 - The Journal of Aesthetic Education 10 (3/4):201.
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  35.  46
    Project zero: Nelson Goodman's legacy in arts education.Howard Gardner - 2000 - Journal of Aesthetics and Art Criticism 58 (3):245-249.
  36.  2
    Revisiting Susanne Langer's Philosophy in a New Key—Again.Howard Earl Gardner - 2023 - Common Knowledge 29 (2):247-250.
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  37. Scientific Psychology: Should we Bury it or Praise it?Howard Gardner - 2009 - Humana Mente 3 (11).
  38.  11
    Sifting the Special from the Shared: Notes toward an Agenda for Research in Arts Education.Howard Gardner - 1977 - The Journal of Aesthetic Education 11 (2):31.
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  39.  20
    The centrality of modules.Howard Gardner - 1985 - Behavioral and Brain Sciences 8 (1):12-14.
  40.  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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  41.  20
    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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  42. The essential Howard Gardner on education.Howard Gardner - 2024 - New York, NY: Teachers College Press.
    A survey of Howard Gardner's contributions to our understanding of learning, and how to create environments that support growth in all learners across the lifespan.
     
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  43.  14
    The Key in the Slot: Creativity in a Chinese Key.Howard Gardner - 1989 - The Journal of Aesthetic Education 23 (1):141.
  44.  23
    Toward More Effective Arts Education.Howard Gardner - 1988 - The Journal of Aesthetic Education 22 (1):157.
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  45.  15
    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).
  46.  7
    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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  47. 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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  48.  14
    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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  49.  14
    Conceptual and Experiential Cognition in Music.Bruce Torff & Howard Gardner - 1999 - The Journal of Aesthetic Education 33 (4):93.
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  50.  11
    Response to José RosarioResponse to Jose Rosario.Ellen Winner & Howard Gardner - 1977 - Journal of Aesthetic Education 11 (1):101.
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