Book Description
This book details the battle one must fight to be an independent thinker, showing how an honest reassessment of what it means to be a professional in today's corporate society can be remarkably liberating. Poignant examples from the world of work reveal the workplace as a battleground for the very identity of the individual. Schmidt contends that professional work is inherently political--that the unstated duty of professionals is to maintain strict ideological discipline. Career dissatisfaction evolves as workers lose control over the political component of their creative work.
Customer Reviews:
Very Important Book.......2007-08-03
Disciplined Minds is one of the most important books I have read in quite some time. Conceptually the author captures the great deal of frustration and dissatisfaction of practically every person I know in a professional work environment or in graduate school. It has its flaws, the major one being that while the book gives a framework for dealing with the system of graduate school, its much more difficult to apply it in the corporate system, where your colleagues are much more terrified. Regardless, I would recommend anyone in a graduate or professional program or in the professional work environment to read the book.
Maybe for professors but I'm not sure even for them.......2006-10-24
For me to recommend a book, it has to be right, applicable, and fun to read. This book falls short on all three. Mostly on applicability: it speaks against the dangers of mind-numbing bureaucracy and close-mindedness, claiming American university physics PhD programs as the example. I had hoped for something that talked about the salaried professional once s/he's at work, not the university experience preceding it. If you want to review the worst of academic bureaucracy in order to know how to recognize and deal with it, then read this book. Otherwise skip it and just stay alert for those times when "the system" tries to put one over on you.
Operant conditioning for groupthink........2003-12-05
I found this work fascinating, though my take is different. Observing the Darwin debate over time as a secular critic I was always struck by the way the Intelligent Design movement (which I don't agree with)was able to simply skewer the standard scientific position, even despite their own confusions, as all the bigwigs in science and education were reduced to reiterated press release stuff from the kneejerk Darwin paradigm. How was it possible, I thought, that the entire cadre of scientific experts could not properly defend their own subject or see the clear problems pointed to?
The answer became clear in interactions with some grad students, nervously retreating in genuine fear, knowing full well they had to bite the bullet and lie.
Baffled, since I know little about the academic context, I found this book hit the spot very well in showing how that could be possible.
Very interesting book, although I think some of the examples the author gives don't quite match his very well laid out thesis at the beginning. That's not surprising, his thesis is very intangible, and it is sometimes hard to put one's finger on the actual way it happens.
Preaching to the disaffected.......2003-05-30
Jeff Schmidt's thesis is that professionals are needed by
business and are formed by education. Those who don't fit
in are discarded, not necessarily because they aren't smart
enough, but because they're not conservative enough. Liberal,
independent thinkers are weeded out. Professionals
have to be political, and since the rules are made by
the bosses, they aren't in control and hence lead generally
miserable lives.
The process of making professionals is an "intellectual
bootcamp" with "cold-blooded expulsions and creeping
indoctrination" that "systematically grinds down the student's
spirit" and ultimately produces "employees who do their
assigned work without questioning its goals."
Only the stuffy and conservative professionals can
accommodate, as poorly as they do, to the hierarchical
structure of the business-military complex.
Schmidt got a PhD in physics at UC Irvine, and he draws
examples and conclusions from the weeding out experience
there; in particular, the qualifying exam. This is an
"ordeal" that requires much preparation. Schmidt says that
students who do not submit to the requirement to memorize
solutions from previous exams do poorly, even if they
have a good general background. This is because trick
questions and time pressure only allow students to
regurgitate obscure things they remember. Also, faculty
will sometimes pass a student who fails the test if
that student is playing the game, demonstrating compliance
by submitting to demands of the faculty, and working hard
on a research project.
Schmidt's underlying complaint is that students are selected
to "fill a slot in the corporate-governmental complex -- so
well suited to serve the status quo in an institution
of the status quo", not "to work for social change."
Unfortunately, Schmidt's examples and his general position
are so extreme that most people who have gone through
graduate school in technical fields of science or
engineering will simply respond "That's not my experience,
nor is it the experience of anyone I knew in the PhD
program." Contrary to Schmidt's examples of selfish,
preening, secretive, ego-obscessed professors, most faculty
members in physics departments are generous, open,
inquisitive people, who are deeply interested in their
science and care about their students. Ultimately, the
book becomes boring in its repetition of the theme.
As social science, it relies on a small selection of anecdotes
and fails the test of credibility.
A must read for all students.......2003-01-11
It took me three days to read this book. I could not put it down...I took it with me everywhere and have told everyone I know about it. The level of insight into the motivations of professional training schools is right on the mark. I am currently a graduate student as well as an employee at a major university. I can see first hand the professionalization (read indoctrination) of the graduate student. I can also see with more insight the dynamics that go on in an academic office. I now understand why those in charge of forwarding the ideology of the office are not micromanaged, and those not trusted to forward the accurate ideology are micromanaged. Dr. Schmidt also does an excellent job in describing the role industry and the military has in professional training programs. A professional schools is seen as an extention of the profession, not an extention of the educational institution in which it is housed. There are tremendous forces pushing and pulling on professional training programs to produce the "right" kind of student. Unfortunately the force that wins out is the one with the money...private industry and the military. Students have to be aware that their very futures can be determined by what kind of funding a department receives.
He is right to say that if one does not remain connected to one's values and convictions, one can succumb to the whims of those in power. After depressing you with his accurate interpretation of the role professional schools play in society, he gives instructions on how to fight the indoctrination process.
I'm buying extra copies and giving them away as graduation gifts. A MUST READ for anyone who wants to survive professional school with their conscience intact.
Amazon.com
Frustrated and disappointed by constraining lists of "core knowledge" and elitist notions of "cultural literacy," renowned Harvard educator and psychologist Howard Gardner demonstrates his own synthesis of what makes the best learning in The Disciplined Mind: What All Students Should Understand. Gardner's profound invention, the concept of multiple intelligences, has shown how each of us has his or her own pattern of intelligence, or modes of learning and talent (for example, one person may do best at logical and musical activities, while another is more socially and linguistically attuned). Armed with an understanding of these intelligences, teachers have been provided a marvelous tool to access and develop the minds of all students better. In this heartening book, Gardner both furthers his vision and reveals his formulation of the "ideal education."
"Deep understanding should be our central goal; we should strive to inculcate understanding of what, within a cultural context, is considered true or false, beautiful or unpalatable, good or evil," he writes. To illustrate learning opportunities in these three realms, Gardner selects some heavyweight topics: Darwin's theory of evolution, Mozart's opera The Marriage of Figaro, and the Holocaust. After a brief tour of the world's best schools (including Italy's remarkable student-driven Reggio Emilia), Gardner shows how these themes might be taught with a "multiple intelligences" approach to create as many ways as possible to begin study.
At times, Gardner's laments about education sound remarkably like those of fellow progressive Herbert Kohl (especially in 1998's Discipline of Hope: Learning from a Lifetime of Teaching). Each has a bitter pill for us to swallow about the status quo in education, but remains hopeful in his outlook for the future--if we can make some radical revisions to the methods and goals of our system, both men contend, all children can be graciously served by our teachers and schools. --Brian Williamson
Book Description
The brilliant educator who revolutionized our thinking with his theory of multiple intelligences now offers a far-reaching work on the goals of education.
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 earlier, John Dewey. Now in The Disciplined Mind, Gardner pulls together the threads of his previous works in a major new synthesis aimed at parents, educators, and the general public alike. The Disciplined Mind looks beyond such parochial issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what an educated person should be and how such an education can be achieved for all students. Gardner eloquently argues that the purpose of K-12 education should be to enhance students' deep understanding of truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. With this stance, Gardner transforms the tired debate between "traditionalists" and "progressives."
In The Disciplined Mind, Gardner explores the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a revealing set of examples that illuminates the nature of truth, beauty, and morality. His ultimate goal is an educated citizenry that understands the physical world, the biological world, and the social world -- in a personal context as well as from a broader social and cultural perspective. Light-years away from the fact-based, standardized-test mentality that has gripped the public and the policy makers, the education Gardner envisions will help younger generations rise to the challenges of the future -- while preserving the traditional goals of a "humane" education.
Even as he persuasively argues the merits of his educational approach, Gardner recognizes the difficulty of ever 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, could satisfy people's concern for student learning and their widely divergent views of what knowledge and understanding should be.
Customer Reviews:
A Disciplined Mind Without the "Disciplines".......2005-05-11
Prof. Gardner's book is disappointing. He tries to be all things to all people saying both that he believes in basic competencies but wants to put inquiry first. Also, his language is inflated, and lacking in philosopical specificity. For example, he believes in building up the inner world of "mental representations" [unexplained term] yet insists on "performances of understanding" [another unexplained term].
Also, he has respect for the individual learner and individual differences, yet he is concerned about the "position" or "situation" or social class dynamics in which the learning takes place. Thus, he fails to do justice either to the individual or to class, race, or gender. The role of leadership in learning is wholly ignored; and responsibility is not explored. In short, it is extremely difficult to pin down Prof. Gardner. It would be kind to say he is eclectic. I hope it's just not fuzzy thinking.
However, we can discern that he has a romantic obsession with beauty, truth, and goodness. Imagine -- the Holocaust is reduced to being an illustration of what goodness is or is not! His treatment of these ideas is superficial and banal. I don't like to be so judgmental, but his writing about them does not deserve a detailed analysis.
When attacking E.D. Hirsch whom he calls the main speaker for "cultural literacy," he sets up a straw man. He says that Hirsch's school of thought has an underlying belief in the Lockeian "tabula rasa." Yet, I find nothing in Hirsch's writings to indicate that he believes in a tabula rasa.
Further, is Prof. Gardner really less elitist than Hirsch as some have claimed? I have found that the Harvard elite spend their entire lives trying to achieve and learn everything, and be on top. Their lives are marked by ambition to the Nth degree; yet, he debunks time-honored and experience-honored content areas that traditionally have defined literacy at its best. Thus, I find a certain inherent dishonesty in Gardner's presentation.
Believe me, friends, I have taught students who have many ideals, Greek ideals and other ideals, but know very little, nor do they aspire to learn. If they have those ideals, and if they are facile and glib, will they be the leaders of tomorrow who are embraced by Prof. Gardner?
I find a tendency on Prof. Gardner's part to oversimplify certain issues like the Holocaust, and to overcomplicate certain others like the nature of intelligence.
The world is not waiting for the concept of intelligence to be re-written. Am I oversimplifying when I think that there is something very awkward about saying that there is no fundamental difference in intelligence between Einstein and the custodian of my school? Is this awkwardness because I am an elitist putting down the custodian? Is it because of lack of intelligence that I am still in the grip of a univocal definition of intelligence? I don't think so. Rather, we all know we are dependent on each other, and that everybody has some unique aptitudes or gifts they can express and be respected for, but trying to elevate this understanding to a higher level of truth or intellectual significance seems to me to be illegitimate.
Lastly, his writing style is a bit too fond of adjectives, and the book reads as a whole like It Takes A Village by Mrs. Clinton. The Disciplined Mind has a mellifluous style that presents itself as being highly sophisticated and, at the same time, as down-to-earth, with balanced common sense. Yet, ultimately, the book is boring. As one Amazon reviewer states, Prof. Gardner is full of himself.
In this book, there is no straightforward discussion or emphasis placed on knowledge, justice, Judeo-Christian values, persistence, responsibility, or character development...words which I find essential for a true philosophy of education.
Gardener's Eurocentrism dissappoints.......2001-01-12
While I whole-heartedly subscribe to the notion of multiple intelligences, I do so more with the factually accurate books of Stephen J. Gould than I do with Howard Gardener's work. This book is written for the American public, not for academia, and it shows. There is no citation, no supporting evidence, and no statistical analysis - merely Gardener holding forth his opinions about depth of knowledge being more valuable than breadth of knowledge. This would have been a much better essay than book. His choice of three examples of depth of knowledge is disappointingly eurocentric in an increasingly African-American, Hispanic and Asian American culture. I can quickly think of three other examples - 1) a study of jazz in 1920s Harlem, 2) the 16th century decimation of South America by diseases brought by Cortez's crew, and 3) a study of classical tonal Asian music - that would be equally as valid to study in depth and would help our students to understand both our culture and the rich diversity of other cultures. Why does Gardener see fit to publish this work? Perhaps he is blind to his own eurocentric ivory tower. He gives tidbits of other educational systems as being superior to ours, but then tells us "the Italian school simply cannot be transferred." So then why bother to use it as an example? To frustrate inspired teachers? Or to persuade us to send our children to Italy for preschool? Finally, Gardener stated that he would rather send his children to a school taught in Hirsch's curriculum and run by a cohesive staff than a school with his suggested curricula and run by the "average, harried" U.S. teacher. I find this very troubling. If the teacher is so important, than why bother to emphasize the curriculum? Why not emphasize the different methods of teaching the curriculum? Wouldn't that make more sense? In other words, the curriculum is not nearly as important as the teacher is. I think that Gardener had a good point to make, but that the book was so incoherent that his point was lost. I think his point was that no specific curriculum would enable our children to succeed. Instead, there is so much information in the world that teaching children to critically evaluate material has become vastly more important than the actual curriculum. In other words, students have to become meta-learners, learning "how to learn" in different subject areas. For example, learning history is vastly different from learning math. Therefore, while we can't expect all children to take a Ph.D. in history and to take 4 or 5 semesters of calculus, we can give them a good grounding in the overall structure of the field of mathematics, and the overall structure of the field of history. This understanding of the structure of the knowledge in that field of study would allow the student to find the needed information and competently analyze it when needed. I find that point interesting, and overall, made the book worth reading.
Pop Psychology in the 90s.......2000-02-11
I am not sure what disappoints me most - - the fact that Gardner seems to be uninterested in doing, or citing, even the most basic research on cognitive processes; the fact that intelligent people demonstrate almost no sense of history or intellectual objectivity as they rush to kneel at his altar; or the fact that he gives no credit to Spearman, Thurstone, Schwab or Hirst - - all of whom predated his highly-unoriginal writings.
I am disappointed that so many are willing to accept, on his publisher's word alone, that it is "Gardner's theory of multiple intelligences." Yes, he shines new light on this old theory; but then he stands in that light, figuratively extending his arms to his "educational groupies." As such, he belongs more in the company of Jim Bakker and Ross Perot than (as reported by the book's cover notes) that of Bruner, Piaget and Dewey.
Rather than being one of the great educational "thinkers" of our time as the cover notes imply; Howard Gardner proves only to be one of the great "publicists" of our time - - a perfect model for institutional halo effect. If he were teaching at a less prestigious institution, his ideas would be scrutinized with greater objectivity. What he offers is little more than new applications of some good, old theories.
Still, he has done us a couple of favors. He applies those theories in an appealing and effective manner, although when all is said and done, I suspect that he will be forced by his own applications of this "structural learning theory" to admit a host of other disciplines into his group - - each containing multiple discreet subsets. Educators who employ his views of this "structural learning theory" as evidence for the crucial importance of their own specific discipline in educational priority-making, are advised to find another rationale.
Finally, I learn much more about Howard Gardner in this book than I do about the disciplined mind. A degree of transparancy shows up on page 157 as he indicates that he, like most true thinkers, is simply searching for answers to the "deepest questions about the world." Those questions, according to Gardner, are: What is Truth? What is Beauty? What is Goodness? His answers - - "Truth" is determined through knowledge about evolution. "Beauty" is found in humankind's creative efforts. "Good" is recognized only as a contrast to evil. ...and his "disciplines serve as points of entry" for answering these questions.
The Beatitudes offer better "points of entry."
a convincing argument for a better program of education.......1999-10-10
I picked up this book because the local school system is experimenting with Gardner's multiple intelligences approach. As an interested parent, but not an educator, I found this book engaging and encouraging. It motivates me to get involved in the local school system and more actively involved in their education so that my two boys can benefit from at least some small part of the enlightened approach to schooling that Gardner describes. Not just the multiple intelligences perspective, but the education for understanding and the emphasis on deep exploration of important disciplines and explicit consideration of truth, beauty and morality. Stressing the learning of powerful ways to think over covering some broad checklist of important facts is great, although Gardner also acknowledges that certain core material on citizenship and basic literacy should be learned by all.
NationalBoard Certified Teacher Respoonse.......1999-10-02
It is interesting that as everyone rushes to quick fix education that they disregard the potential of different learning styles. This book is powerful in many ways, but the best chapter for those of us in the field to read is the one that explains how cultures educate their children. We have some things to learn about children. I hope the book, tied to Dr. Gardner's theory, will continue to open minds. Without his insights the National Board process would have been far more difficult to do. It was his work that opened my eyes to the needs and styles of my students. I learned to assess their personal growth and became a more reflective teacher.
Book Description
In The Disciplined Mind, Howard Gardner argues that K-12 education should strive for a deep understanding of three classical principles: truth, beauty, and goodness.
Such an understanding requires mastery of the major disciplines that human beings have created over the centuries. As powerful examples of his approach, Gardner describes an education that illuminates the theory of evolution, the music of Mozart, and the lessons of the Holocaust. Far from the standardized test mentality that has gripped both policy makers and the public, Gardner envisions an education that preserves the strengths of a traditional humane education while preparing younger generations for the challenges of the future.
Customer Reviews:
A New Golden Standard for the Educated Person.......2005-10-13
In previous books, Professor Gardner has introduced us to important concepts like multiple intelligences (Frames of Mind) and how little university graduates can make practical application of anything they learn (The Unschooled Mind). In The Disciplined Mind, he takes those concepts and combines them to define a minimum educational standard: Introducing students to the thought processes of major disciplines to appreciate important issues from the perspective of multiple intelligences.
To exemplify the point, Professor Gardner develops examples of his concept involving Darwin's Finches (as a window on evolutionary thinking), one scene from The Marriage of Figaro by Mozart (as a window onto social commentary and music) and the Wannsee Conference in Nazi Germany (as a window onto the banal evil of the Holocaust). He sees the fundamental questions that education should address as following into the subjects of truth, beauty and goodness (or good versus evil) which these three examples epitomize.
Those sections were great fun, but the most valuable part of the book comes in chapter 10 where he addresses "Getting There". It's a marvelous description of how to create positive organizational change within education. Professor Gardner gets tough in pointing out that good leadership is essential. Otherwise, multidisciplinary means just messing around with whatever appeals to you . . . and not learning a darn thing of lasting importance.
I can relate to that point. One of my first college courses was intended to teach us the historical discipline by working with primary sources about the Entresol Club in France before the Revolution. But the case didn't really work for that purpose and the leadership was muddled. The only thing I learned was the entresol was the floor above the ground floor in a French building. That has helped me in elevators several times since then. But I had to learn the historical discipline elsewhere.
He points out several key lessons:
Have a long-term perspective
Be flexible and seek small victories
Anticipate setbacks and be prepared for them
Allow time for reflection
Build on strengths
Pay attention to implicit messages in the institutional culture
Create a community that cares
Visit and be visited
Cultivate new energies
Commit yourself to the process of change
I was reminded of Peter Senge's excellent book, The Dance of Change, as I read this section.
The next best part of the book came in chapter 9 where Professor Gardner explained how multiple intelligences can be brought to bear for understanding.
This material is a classic for introducing any important subject:
1. Provide powerful points of entry that engage students.
2. Offer apt analogies to make the material accessible.
3. Deliver multiple representations of the core ideas of the topic that capture each of the multiple intelligences.
Many of the people who have been honored with the MacArthur Prize Fellowship (the so-called Genius award) fail to impress me as being geniuses. Professor Gardner is the happy exception to that observation. This book is a marvelous summation of his perspective and how to bridge the unsatisfying gap between classical "memorize everything" education to produce the "whole person" and the pressure now to produce highly functional "specialists" who are ignorant outside their specialties.
Bravo, Professor Gardner!
Idealistic, but thought provoking.......2004-09-22
In the Disciplined Mind, Gardner lays out a basis for what education ought to look like. Gardner highlights the fact that the societal view of what defines an intelligent person is changing. In previous eras, someone who knew a lot of facts was considered to be intelligent. However, in our ever changing technological world, his assumption is that an intelligent person is someone who can think critically about an issue and problem solve. It is this idea that he uses as the foundation of his thoughts on education.
In line with, Intelligence Reframed and The Unschooled Mind, Gardner points out that there is more to intelligence than the traditional IQ tests lead us to believe. As a part of this philosophy, he argues that for all children in an educational institution, we need to do more to tap into their different perspectives on the world around us, while still helping them to truly understand some basic concepts.
Unfortunately, Gardner's ideas in this book are so idealistic in terms of structuring and reforming public schools that they will problem do more to discredit his work than to shore up his place as an educational reformer. Limiting curriculum to only three areas of study is a radical shift in the paradigm of modern education. The idea he expresses in this book are probably one step too far for not just politicians and parents, but also many classroom teachers. If there was a way to quantify the end result of how Gardner would like children to be taught, he would be considered the greatest educational reformer of all time.
Gardner's Rolling Stone.......2002-10-16
Fortunately for readers (and anyone connected to education), Gardner has not been idle since he first published his benchmark book Frames of Mind. I sincerely appreciated reading how he has continued to develop his thinking in cognitive psychology and his suggestions for education need to be taken seriously as a blueprint for change. Along with Postman, Kohn, Ravitch, Darling-Hammond, Allen, and Perrone, Gardner takes the position that education relates cultural values as much as anything. Further, those values need to engage the student in sustained, meaningful encounters in science, art, and narrative that produce a vigorous, cognitive growth. His candid suggestions for educators to assimilate units on truth, beauty, and goodness suggest that Gardner is not only willing to make a radical suggestions for the advancement of learning among children (in the spirit of Dewey and Bruner), but also that the humanitarian interests in education are worth sustaining; that is, for Gardner, meaning needs to take ascendency in our instruction.
Gardner is a fantastic writer. He has a gift for explanation and explication; I recommend the book if only for the Appendix. He delineates between two world views in education and it is worth the price of the book itself.
Yes, his suggestions are radical and extreme, but being normal is only taking education down to a new nadir. I heartily endorse this book.
Strongly suited for parents.......2002-08-07
In Gardner's view, truth, beauty, and good are the pillars upon which an education striving for deep, profound understanding should stand. Throughout the book he offers the examples of Darwin's Origin of Species, Mozart's Marriage of Figaro, and the Holocaust as possible case studies in order to achieve this goal. His plan is persuasive in its scope and ideology, and attempts to reach all children through espousing the theory of multiple intelligences and several "pathways" to educational success. In sum he is bolstered in theory, but thin in implementation. For parents, "The Disciplined Mind" seems an excellent source through which to guide ones' children. For educators, it seems overly ambitious, practically requiring a paradigm shift in the educational bureacracy.
A Disciplined Mind Without The "Disciplines".......2000-09-29
Prof. Gardner's books is disappointing. He tries to be all things to all people saying both that he believes in basic competencies but wants to put inquiry first. He believes in building up the inner world of "mental representations" [unexplained term] yet insists on "performances of understanding." He has respect for the individual learner and individual differences, yet he is concerned about the "position" or "situation" or social class dynamics in which the learning takes place. In short, it is extremely difficult to pin down Prof. Gardner. It would be kind to say he is eclectic. I hope it's just not fuzzy thinking.
However, we can discern that he has a romantic obsession with beauty, truth, and goodness. I call these categories "romantic" becuase to define them as updating Greek philosophic traditions would not do justice to the Greeks. Rather, I think he is a more prosaic version of the poet Keats. Remember "Ode to a Grecian Urn?" "Beauty is truth and truth is beauty. That is all ye know and all ye need to know."
I think that in attacking E.D. Hirsch whom he calls the main speaker for "cultural literacy" he sets up a straw man. He says that this "other school" of thought has an underlying belief in the Lockeian "tabula rasa"; yet,as one who believes that education is inherently conservative and should pass down the cultural heritage from one generation to the next, I am not a believer in the tabula rasa.
I find a tendency on Prof. Gardner's part to oversimplify certain issues, like the Holocaust, and to overcomplicate certain others, like the nature of intelligence.
His writing style is a bit too fond of adjectives, and the book reads as a whole like It Takes A Village by Mrs. Clinton. On the whole, the work has a mellifluous style that seems self-consciously presenting itself as being both profound and filled with balanced common sense at the same time. Nonetheless, I fail to see an emphasis on knowledge, justice,Judeo-Christian values, persistence, responsibility, or character development...words which I find essential for a true philosophy of education.
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THE DISCIPLINED MIND: What All Students Should Understand.: An article from: Childhood Education
Patricia F. Hearron
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Do managers mentor problem employees? Too often employees are disciplined only with potential litigation in mind, not with regard to how the employee can ... An article from: Security Management
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Self Disciplined and Determined
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RESPeRATE Blood Pressure Lowering Device
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Airborne Effervescent Health Formula, Original Orange, 10 Tablets (Pack of 3)
ASIN: 159004374X |
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La Educacion De La Mente Y El Conocimiento De Las Disciplinas/ The Disciplined Mind (Transiciones)
Howard Gardner
Manufacturer: Ediciones Paidos Iberica
ProductGroup: Book
Binding: Paperback
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ASIN: 844930878X |
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