In this unique attempt to address the dilemma in contemporary education, the noted cognitive scientist weaves the lessons garnered from three vantage points: his own traditional education as an American child, his years of research on creativity at Harvard, and what he saw in modern Chinese classrooms—into a program that draws on the best of both modes, traditional and progressive.
Provocative...his book abounds with discrete illuminations.
- Publisher's Weekly
Based on interviews with military specialists, this impressive study examines the widening schism between nuclear rhetoric on the one hand, and operational war plans on the other, addressing the failure of successive American administrations to subject nuclear war planning to civilian review. Nolan also discusses the need for an institutional nuclear war planning structure that can survive administrative turnover and the vagaries of partisan politics. He surveys the longstanding gulf between the issues and needs raised in public debate and the truth of operational reality, dramatized in 1983 with the birth of the Strategic Defense Initiative. According to Nolan, the now chronic tension between the military's ``need for certainty'' and the politicians' ``need for calculated ambiguity'' has banished the possibility of accountability in the nation's plans for the use of nuclear forces. Even more disturbing is the author's contention that nuclear strategy ``has resisted major interference from civilians'' all along. Nolan is a Visiting Fellow at the Brookings Institution. (Oct.)
Although U.S. presidents have attempted to recast America's nuclear doctrine in their own administration's image, America's nuclear strategy has remained generally unchanged, says Nolan, a visiting fellow at the Brookings Institution in Washington, D.C. In this book, Nolan traces the evolution of U.S. nuclear strategy from Truman to Reagan in a lucid and readable style. Nolan says that the country's nuclear strategy of ``credible deterrence'' has remained the one constant in America's nuclear doctrine since the end of World War II. Furthermore, politics, rather than pure military strategy, has influenced the development of American nuclear doctrine. Both informed laypersons and students of American defense and foreign policy will find this book highly informative and, at times, provocative.-- Nader Entessar, Spring Hill Coll., Mobile, Ala.
Outlines an education philosophy and program that draws from both the progressive, creativity-oriented teaching techniques popular in the US, and the traditional, disciplined rote-learning practiced in China. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Howard Gardner is the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in education. In 2000, he was awarded a Guggenheim Fellowship. He lives in Cambridge, Massachusetts.