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This book describes four layers' or stages of education -- Mythic,
Romantic, Philosophic and Ironic and shows how children at each
stage most effectively learn, and how they can be helped towards
educational maturity. While drawing on a wide range of
philosophical and psychological literature, this new theory is
primarily constructed from close observation of children in their
common and intense imaginative engagements, and in everyday
educational practice.
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.
Acknowledgements Introduction 1. A Very Short History of the
Imagination 2. Why is Imagination Important to Education 3.
Characteristics of Students' Imaginative Lives, Ages 8-15 4.
Imagination and Teaching 5. Image and Concept 6. Some Further
Examples Conclusion References Index
Offering a rich understanding of the nature and roles of wonder in
general, this book provides multiple suggestions for how to revive
wonder in adults (teachers and curriculum makers) and how to keep
wonder alive in children. Its aim is to show that adequate
education needs to take seriously the task of evoking wonder about
the content of the curriculum and to show how this can routinely be
done in everyday classrooms. It presents strong arguments based on
either research or precisely described experience for the
importance of wonder as a central educational concept, and show how
this argument can be seen to work itself out in daily practice.
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.
This is a philosophical treatment of the conceptual and
normative aspects of topics which are currently a matter of policy
debate in education. The authors have focussed on such concepts as
liberty, autonomy, equality and pluralism, and have provided a
philosophical commentary which relates these concepts both to a
background of philosophical literature, and to the institutional
contexts and policy debates in which they function. The book will
be of significance to all policy makers who need to gain an
understanding of the values and concepts involved in major policy
problems.
This book describes four layers or stages of education Mythic,
Romantic, Philosophic and Ironic and shows how children at each
stage most effectively learn, and how they can be helped towards
educational maturity. While drawing on a wide range of
philosophical and psychological literature, this new theory is
primarily constructed from close observation of children in their
common and intense imaginative engagements, and in everyday
educational practice.
This is a philosophical treatment of the conceptual and normative
aspects of topics which are currently a matter of policy debate in
education. The authors have focussed on such concepts as liberty,
autonomy, equality and pluralism, and have provided a philosophical
commentary which relates these concepts both to a background of
philosophical literature, and to the institutional contexts and
policy debates in which they function. The book will be of
significance to all policy makers who need to gain an understanding
of the values and concepts involved in major policy problems.
Young people learn most readily when their imaginations are engaged
and teachers teach most successfully when they are able to see
their subject matter from their pupils' point of view. It is,
however, difficult to define imagination in practice and even more
difficult to make full use of its potential. In this original and
stimulating book, Kieran Egan, winner of the prestigous Grawemeyer
Award for Education in 1991, discusses what imagination really
means for children and young people in the middle years and what
its place should be in the midst of the normal demands of classroom
teaching and learning. He moves from a brief history of the ways in
which imagination has been regarded over the years, through a
general discussion of the links between learning and imagination,
to sample lesson plans to show teachers how they might encourage
effective learning through stimulating pupils' imaginations in a
variety of curriculum areas, including maths, science, social
studies and language work. This book should be of interest to
undergraduates and academics in educational research and general
primary education.
For many children much of the time their experience in classrooms
can be rather dull, and yet the world the school is supposed to
initiate children into is full of wonder. This book offers a rich
understanding of the nature and roles of wonder in general and
provides multiple suggestions for to how to revive wonder in adults
(teachers and curriculum makers) and how to keep it alive in
children. Its aim is to show that adequate education needs to take
seriously the task of evoking wonder about the content of the
curriculum and to show how this can routinely be done in everyday
classrooms. The authors do not wax flowery; they present strong
arguments based on either research or precisely described
experience, and demonstrate how this argument can be seen to work
itself out in daily practice. The emphasis is not on ways of
evoking wonder that might require virtuoso teaching, but rather on
how wonder can be evoked about the everyday features of the math or
science or social studies curriculum in regular classrooms.
In this book, award-winning educator Kieran Egan shows how we can
transform the experience of K-12 students and help them become more
knowledgeable and more creative in their thinking. At the core of
this transformative process is imagination which can become the
heart of effective learning if it is tied to education's central
tasks. "An Imaginative Approach to Teaching" is a groundbreaking
book that offers an understanding of how students' imaginations
work in learning and shows how the acquisition of cognitive tools
drives students' educational development. This approach is unique
in that it engages both the imagination and emotions. The author
clearly demonstrates how knowledge comes to life in students' minds
if it is introduced in the context of human hopes, fears, and
passions. To facilitate this new educational approach, the book
includes a wide variety of effective teaching tools - such as
story, rhythm, play, opposition, agency, and meta-narrative
understanding - that value and build upon the way children
understand their experiences. Most important, Egan provides
frameworks for lesson planning and more than a dozen sample lessons
to show how teachers can use these tools to awaken intelligence and
imagination in the classroom.
Addresses the current "literacy crisis" by drawing together commissioned essays on the nature, history and philosophy of literacy by social historians, philosophers, literary scholars, linguists, educators and psychologists.
Cultivating Curious and Creative Minds presents a plethora of
approaches to developing human potential in areas not
conventionally addressed. Organized in two parts, this
international collection of essays provides viable educational
alternatives to those currently holding sway in an era of
high-stakes accountability. Taken together, the chapters in Part I
of Cultivating Curious and Creative Minds provide a sampling of
what the cultivation of curious and creative minds entails. The
contributing authors shed light on how curiosity and creativity can
be approached in the teaching domain and discuss specific ideas
concerning how it plays out in particular situations and contexts.
"I am very impressed by the practicality of [Egan's] introduction
of the use of story-forms in curriculum for young children. His
model is fascinating, and its various possibilities in a range of
fields makes it worth a good look by many kinds of
teachers."-Maxine Greene, Teachers College, Columbia
The ills of education are caused, Kieran Egan argues, by the fact
that we have inherited three major educational ideas, each of which
is incompatible with the other two. Is the purpose of education to
make good citizens and inculcate socially relevant skills and
values? Or is it to master certain bodies of knowledge? Or is it
the fulfillment of each student's unique potential? These
conflicting goals bring about clashes at every level of the
educational process, from curriculum decisions to teaching methods.
Egan's analysis is cool, clear, and wholly original, and his
diagnosis is as convincing as it is unexpected. Not content with a
radical diagnosis, Egan presents us with a new and sophisticated
alternative. Egan reconceives education as our learning to use
particular "intellectual tools" - such as language or literacy -
which shape how we make sense of the world. These mediating tools
generate successive kinds of understanding: somatic, mythic,
romantic, philosophical, and ironic. As practical as it is
theoretically innovative, Egan's account concludes with practical
proposals for how teaching and curriculum could be changed to
reflect the ways we actually learn.
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Tenure (Paperback)
Kieran Egan
bundle available
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R351
Discovery Miles 3 510
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Ships in 12 - 17 working days
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Students' imaginations are often considered as something that might
be engaged after the hard work of learning has been done.
Countering such beliefs, Egan and Judson show that the
imagination-one of the great workhorses of learning-can be used to
make all learning and all teaching more effective. Through
techniques that any teacher can learn and easily apply in any
classroom, they demonstrate how and why imagination can be used
across the curriculum and grade levels to make teaching and
learning more interesting, engaging, and pleasurable for all.
Teachers who use these techniques will discover the emotions,
images, stories, metaphors, sense of wonder, heroic narratives, and
other cognitive tools that can bring life and energy to their
classroom. This practical handbook will help teachers learn how to
use these enlivening techniques in their daily practice to
stimulate students' intellectual activity and growth.
Cultivating Curious and Creative Minds presents a plethora of
approaches to developing human potential in areas not
conventionally addressed. Organized in two parts, this
international collection of essays provides viable educational
alternatives to those currently holding sway in an era of
high-stakes accountability. Taken together, the chapters in Part I
of Cultivating Curious and Creative Minds provide a sampling of
what the cultivation of curious and creative minds entails. The
contributing authors shed light on how curiosity and creativity can
be approached in the teaching domain and discuss specific ideas
concerning how it plays out in particular situations and contexts.
'A fascinating piece of writing, presenting ideas that are fresh
and exciting' - Katherine Taddie Kelly, Literacy Coach and Reading
Interventionist, Waco Independent School District, TX 'Focuses on
enhancing students' metalinguistic awareness and not just their
intuitive use of words, fostering the development of higher mental
functions' - Elena Bodrova, Senior Researcher, McREL For teachers
charged with the great responsibility of helping students achieve
basic literacy, delivering instruction in stimulating and engaging
ways is not an ideal - it's a necessity. Recognizing this,
award-winning author and teacher Kieran Egan puts the fun in
fundamentals of literacy by helping teachers stir students'
imagination and emotions. In Teaching Literacy, Egan rejects the
notion that familiar ideas and experiences are the best vehicles
for effective instruction. Instead, he champions a new approach
that focuses on teaching core literacy skills using concepts
ranging from fascinating to exotic to magnificent to weird. By
framing the elements of literacy in the unforgettable, students
more readily retain material, not only preparing them for tests,
but also instilling a lifelong love of reading and writing. This
innovative resource supplies answers to the question, "But how do I
do it?" by offering: o Tried-and-tested activities from practising
classroom teachers o "Teachers, Try It Out" features with teaching
challenges (and an appendix of possible responses) for everyday
classroom practice o Step-by-step planning frameworks for designing
and delivering engaging literacy instruction Combining playfulness
with practicality and creativity with common sense, Egan's
strategies apply to beginning readers at any age, bringing about
authentic, enjoyable learning experiences.
'A fascinating piece of writing, presenting ideas that are fresh
and exciting' - Katherine Taddie Kelly, Literacy Coach and Reading
Interventionist, Waco Independent School District, TX 'Focuses on
enhancing students' metalinguistic awareness and not just their
intuitive use of words, fostering the development of higher mental
functions' - Elena Bodrova, Senior Researcher, McREL For teachers
charged with the great responsibility of helping students achieve
basic literacy, delivering instruction in stimulating and engaging
ways is not an ideal - it's a necessity. Recognizing this,
award-winning author and teacher Kieran Egan puts the fun in
fundamentals of literacy by helping teachers stir students'
imagination and emotions. In Teaching Literacy, Egan rejects the
notion that familiar ideas and experiences are the best vehicles
for effective instruction. Instead, he champions a new approach
that focuses on teaching core literacy skills using concepts
ranging from fascinating to exotic to magnificent to weird. By
framing the elements of literacy in the unforgettable, students
more readily retain material, not only preparing them for tests,
but also instilling a lifelong love of reading and writing. This
innovative resource supplies answers to the question, "But how do I
do it?" by offering: o Tried-and-tested activities from practising
classroom teachers o "Teachers, Try It Out" features with teaching
challenges (and an appendix of possible responses) for everyday
classroom practice o Step-by-step planning frameworks for designing
and delivering engaging literacy instruction Combining playfulness
with practicality and creativity with common sense, Egan's
strategies apply to beginning readers at any age, bringing about
authentic, enjoyable learning experiences.
Imagination is the Source of Creativity and Invention This series
of essays has been collected expressly to bring readers new ideas
about imagination and creativity in education that will both
stimulate discussion and debate and also contribute practical ideas
for how to infuse our daily classrooms with imaginative activities.
In a world that values creative innovation, it is distressing that
our schools are dominated by an educational paradigm that pays too
little attention to engaging the imagination and emotions of
students in the curriculum and the worlds challenges that the
curriculum is designed to prepare students to meet. The ability of
children to think creatively, to be innovative, enterprising, and
capable, depends greatly on providing a rich imagination-based
educational environment. It is only when we consider the
imagination a vital component of our lives and one of the great
workhorses of learning that we recognize the importance of adding
the imaginative to the study of the affective, cognitive, and
physical modes of our development. Doing so fills a gap that has
led to incomplete accounts of childrens development, their
subsequent learning needs, and indeed, how to fulfill these needs
in educational environments.This discussion, about the importance
of imagination and creativity in education, has been taken up by
researchers and educators around the world. It is represented here
by writings from authors from Brazil, Canada, China, Denmark,
Italy, Israel, Japan, and Romania. In the first part of this book
these authors explore and discuss theories of development,
imagination, and creativity. In the second part they extend these
theories to broader social issues such as responsible citizenship,
gender, and special needs education, to new approaches to
curriculum subjects such as literacy, science, and mathematics, and
to the educational environment of the museum.
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