Beginning with descriptions of the ways in which children make
sense of their experience and the world, such as fantasy, stories
and games, Egan constructs his argument that constituting this
foundational layer are sets of cultural sense-making capacities,
reflected in oral cultures throughout the world. Egan sees
education as the acquisition of these sets of sense-making
capacities, available in our culture, and his goal is to
conceptualize primary education in a way that over comes the
dichotomy between progressivisim and traditionalism, attending both
the needs of the individual child and the accumulation of
knowledge.
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