e base for the theory he published in //Frames of Mind: The Theory of Multiple Intelligences// in 1983. ... elds of education and psychology, and //Frames of Mind// remains one of the most widely read works in th... y.
===== Key Contributions =====
==== Frames of Mind: The Theory of Multiple Intelligences ====
//Frames of Mind: The Theory of Multiple Intelligences// (1983) is
hip between art, language, and the development of mind. His provincial reputation was transformed into a... uage// and [[michael_cole|Michael Cole]] edited //Mind in Society// — that Vygotsky's ideas entered the ... merely evaluative.
* Vygotsky, L. S. (1978). //Mind in Society: The Development of Higher Psychologic... ==== Social Constructivism: The Social Origins of Mind ====
At the heart of Vygotsky's psychology is wh
y must be grounded in systematic knowledge of the mind and of moral ends established the template for a ... psychology provided the means, explaining how the mind actually acquires, organises, and retains knowled... must understand both what to aim for and how the mind actually works, Herbart laid the groundwork for e... n//) — the dynamic mental units through which the mind apprehends the world. He conceived the mind not a
logy — the point at which the systematic study of mind, meaning, and mental representation became academ... reinforcement is founded on a false model of the mind, and education must be reconceived from the groun... . Wiley.
* Bruner, J. S. (1983). //In Search of Mind: Essays in Autobiography//. Harper & Row.
==== T... w knowledge is encoded and held by the developing mind that had direct and practical implications for cu
ened Eye (1998), and The Arts and the Creation of Mind (2002), served a term as President of the John De... m "cognitive pluralism" to name the view that the mind is socially created and that knowledge can be rep... Press.
* Eisner, E. W. (1978). The impoverished mind. Educational Leadership, 35(8), 615–623.
* Eisn... 5–358.
* Eisner, E. W. (1978). The impoverished mind. Educational Leadership, 35(8), 615–623.
* Eisn
's insistence on the organic unity of opposites — mind and world, individual and society, theory and pra... and theories are not representations of a fixed, mind-independent reality but instruments — tools for s... t thinking and doing are not separable — that the mind develops through purposeful engagement with mater... ach new generation is inducted into the habits of mind, the dispositions of character, and the communica
==== The Critique of Pedantry and the Well-Formed Mind ====
Montaigne's most fundamental educational co... ot to produce a "well-filled" but a "well-formed" mind — a mind capable of independent judgment, critical reflection, and moral action, rather than one stocke... ific character and form of the individual child's mind. Montaigne is emphatic that bodily and physical e
e conceived the university's role as training the mind rather than producing disciplinary specialists, a... cademic freedom and the student's independence of mind.
* Said, E. W. (1983). The world, the text, an... If the activation rather than the stuffing of the mind is… the main business of education," Said declare... & R. A. LeVine (Eds.), Culture theory: Essays on mind, self and emotion (pp. 276–320). Cambridge Univer
vel of complexity. The dialectic operates in both mind and nature: just as a caterpillar metamorphoses t... philosophy is the concept of //Geist// (Spirit or Mind) — the self-knowing, self-realising whole of whic... occurs at the societal and cultural level as the mind comes to understand itself through the accumulate... l thinker" (Moran, 2000), and his insistence that mind must be embodied and situated informed Jean Wahl,
all appearing in 1689 or 1690. His account of the mind as an empty cabinet furnished entirely by experie... ). Against the prevailing Cartesian view that the mind comes furnished with innate ideas — including ide... moral principles — Locke argued that at birth the mind is a "white paper, void of all characters, withou... erives ultimately from sensory experience and the mind's reflection on that experience. This claim has d
c schools. Beacon Press.
==== The Five Habits of Mind ====
One of Meier's most widely adopted innovations is the "Five Habits of Mind," a dispositional curriculum that she and her Cen... ills that short-circuit the "conjecture" habit of mind at precisely the age when it is most alive. "Let'
ith turning his attention toward the study of the mind. He was a prodigious child: at age ten he publish... ive child is working against the grain of how the mind actually develops.
* Piaget, J. (1975). //L'éq... ion, early childhood education, and philosophy of mind. The Piagetian tradition he founded has been chal
f the stimulus" argument, set out in Language and Mind (1968) and elaborated across decades of subsequen... lications for education and for the philosophy of mind: it frames the child not as a blank slate inscrib... MIT Press.
* Chomsky, N. (1968). //Language and mind//. Harcourt, Brace & World.
* Chomsky, N. (1969
m to his foundational 1969 book *The Mechanism of Mind*. Working largely outside conventional academic i... ks ====
* de Bono, E. (1969). The mechanism of mind. Jonathan Cape.
* de Bono, E. (1970). Lateral t
m was twofold: to eliminate errors from the human mind so that it could become "like a polished mirror i... ing general conclusions prematurely. Because "the mind, hastily and without choice, imbibes and treasure
