Of Kinds of Disciplines and Kinds of Understanding

Phi Delta Kappan

Volumn 78, Issue 5, 1997, Pages 381-386

  Mansilla, Veronica Boix ^a   Gardner, Howard ^b,c  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b Project Zero   (United States)

^c BOSTON UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001132075     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (24)

1. See Lawrence Langer, "Fictional Facts and Factual Fictions: History in Holocaust Literature," in Randolph L. Braham, ed., Reflections of the Holocaust in Art and Literature (New York: Columbia University Press, 1993).
2. See Facing History and Ourselves: Holocaust and Human Behavior Resource Book (Brookline, Mass.: Facing History and Ourselves National Foundation, 1994).
3. For a careful analysis of the challenges and possibilities of cross-disciplinary curricula, see College Board and the Getty Center for Education in the Arts, Connections: The Arts and the Integration of High School Curriculum (New York: College Board Publications, 1996).
4. David Perkins, "What Is Understanding?," in M. Stone Wiske, ed., Teaching for Understanding: A Practical Framework (San Francisco: Jossey-Bass, forthcoming).
5. For a detailed analysis of "dimensions of understanding," see Veronica Boix Mansilla and Howard Gardner, "Assessing Qualities of Understanding," in Wiske, op. cit. See also Veronica Boix Mansilla, "Bridging Meaning and Rigor in Teaching for Understanding," paper presented at ATLAS Seminar, Cambridge, Mass., 1995.
6. For a detailed analysis of "dimensions of understanding," see Veronica Boix Mansilla and Howard Gardner, "Assessing Qualities of Understanding," in Wiske, op. cit. See also Veronica Boix Mansilla, "Bridging Meaning and Rigor in Teaching for Understanding," paper presented at ATLAS Seminar, Cambridge, Mass., 1995.
7. Daniel Goldhagen, Hitler's Willing Executioners: Ordinary Germans and the Holocaust (New York: Knopf, 1996); and William Styron, Sophie's Choice (New York: Vintage Books, 1992).
8. Daniel Goldhagen, Hitler's Willing Executioners: Ordinary Germans and the Holocaust (New York: Knopf, 1996); and William Styron, Sophie's Choice (New York: Vintage Books, 1992).
9. See Michael Marrus, The Holocaust in History (Hanover, N.H.: University Press of New England, 1987). See also Charles Maier, The Unmasterable Past: History, Holocaust, and German National Identity (Cambridge, Mass.: Harvard University Press, 1988).
10. See Michael Marrus, The Holocaust in History (Hanover, N.H.: University Press of New England, 1987). See also Charles Maier, The Unmasterable Past: History, Holocaust, and German National Identity (Cambridge, Mass.: Harvard University Press, 1988).
11. See Bernard Bailyn, On the Teaching and Writing of History: Responses to a Series of Questions (Hanover, N.H.: Dartmouth College, 1994). See also Neil R. Stout, Getting the Most out of Your U.S. History Course (Lexington, Mass.: D. C. Heath, 1994).
12. See Bernard Bailyn, On the Teaching and Writing of History: Responses to a Series of Questions (Hanover, N.H.: Dartmouth College, 1994). See also Neil R. Stout, Getting the Most out of Your U.S. History Course (Lexington, Mass.: D. C. Heath, 1994).
13. Paul Ricoeur, Time and Narrative, Vol. 2 (Chicago: University of Chicago Press, 1985), pp. 142-43.
14. See Michael Riffaterre, Fictional Truth (Baltimore: Johns Hopkins University Press, 1990).
15. Styron, pp. 93-94.
16. Hayden White, Metahistory: The Historical Imagination in Nineteenth-Century Europe (Baltimore: Johns Hopkins University Press, 1973).
17. Louis Mink, "Narrative Form as a Cognitive Instrument," in Eugene Golob, Brian Fray, and Richard Vannin, eds., Historical Understanding (Ithaca, N.Y.: Cornell University Press, 1987).
18. See William Cronon, "A Place for Stories: Nature, History, and Narrative," Journal of American History, March 1992, pp. 1347-76.
19. Howard Gardner, The Unschooled Mind: How Children Think and How Schools Should Teach (New York: Basic Books, 1991); and Howard Gardner and Veronica Boix Mansilla, "Teaching for Understanding in the Disciplines and Beyond," Teachers College Record, Winter 1994, pp. 198-218.
20. Howard Gardner, The Unschooled Mind: How Children Think and How Schools Should Teach (New York: Basic Books, 1991); and Howard Gardner and Veronica Boix Mansilla, "Teaching for Understanding in the Disciplines and Beyond," Teachers College Record, Winter 1994, pp. 198-218.
21. See Peter Lee, Rosalyn Ashby, and Alaric Dickinson, "Children's Understanding of History," paper presented at the Second International Seminar on History Learning and Instruction, Las Navas, Spain, June 1994.
22. Howard Gardner, Frames of Mind (New York: Basic Books, 1983).
23. Howard Gardner, Multiple Intelligences: A Theory in Practice (New York: Basic Books, 1993).
24. Elliot W. Eisner, "Forms of Understanding and the Future of Educational Research," Educational Researcher, October 1993, p. 6.