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This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.
The first and only study to date of the Spanish-language literature of both Southeast Asia and West Africa
Machu Picchu, recently voted one of the New Wonders of the World, is one of the world's most famous archaeological sites, yet it remains a mystery. Even the most basic questions are still unanswered: What was its meaning and why was it built in such a difficult location? Renowned explorer Johan Reinhard attempts to answer such elusive questions from the perspectives of sacred landscape and archaeoastronomy. Using information gathered from historical, archaeological, and ethnographical sources, Reinhard demonstrates how the site is situated in the center of sacred mountains and associated with a sacred river, which is in turn symbolically linked with the sun's passage. Taken together, these features meant that Machu Picchu formed a cosmological, hydrological, and sacred geological center for a vast region.
First published in the 1950s, this is a classic account of the discovery in 1911 of the lost city of Machu Picchu. In 1911 Hiram Bingham, a pre-historian with a love of exotic destinations, set out to Peru in search of the legendary city of Vilcabamba, capital city of the last Inca ruler, Manco Inca. With a combination of doggedness and good fortune he stumbled on the perfectly preserved ruins of Machu Picchu perched on a cloud-capped ledge 2000 feet above the torrent of the Urubamba River. The buildings were of white granite, exquisitely carved blocks each higher than a man. Bingham had not, as it turned out, found Vilcabamba, but he had nevertheless made an astonishing and memorable discovery, which he describes in his bestselling book LOST CITY OF THE INCAS.
"The builders were not in search of fields. There is so little arable land here that every square yard of earth had to be terraced in order to provide food for the inhabitants. They were not looking for comfort or convenience. Safety was their primary consideration. They were sufficiently civilized to practice intensive agriculture, sufficiently skillful to equal the best masonry the world has ever seen, sufficiently ingenious to make delicate bronzes, and sufficiently advanced in art to realize the beauty of simplicity. What could have induced such a people to select this remote fastness of the Andes, with all its disadvantages, as the site for their capital, unless they were fleeing from powerful enemies."
"The authors follow the microwave's life trajectory from the design office to the factory and thence to the shops and household. Examining the different jobs women and men do, the different kinds of knowlege they contribute and the unequal importance they are ascribe in the evloution of the microwave, this book shows how technology relations continue to disadvantage women"--Back cover.
Since the early 1960s, the rigor and conceptual clarity of Alan Colquhoun's criticism and theory have consistently stimulated debate and have served as an impetus for the pursuit of new directions in both theory and practice. This collection of essays displays Colquhoun's concern with developing a coherent discourse for the rampant pluralism that dominates contemporary architecture. Alan Colquhoun is a practicing architect and Professor of Architecture at Princeton University. His previous collection of essays received the 1985 Architectural Critics Award.
Plant presents an intelligent, provocative and accessible investigation of the intersection between women, feminism, machines and, in particular, information technology. She argues that the telecoms revolution is also a sexual revolution.
Presents a detailed study of Machu Picchu's construction. Tells as much about the practical challenges of building a city as it does about the mysterious Inca.