Elliot Eisner has spent the last forty years researching, thinking and writing about some of the enduring issues in arts education, curriculum studies and qualitative research. He has compiled a career-long collection of his finest work including extracts from books, key articles, salient research findings and major theoretical contributions and brought them together in a single volume. Starting with a specially written introduction, which gives an overview of Eisnera (TM)s career and contextualises his selection, the chapters cover a wide range of issues including:

* children and art
* the use of educational connoisseurship
* aesthetic modes of knowing
* absolutism and relativism in curriculum theory
* education reform and the ecology of schooling
* the future of education research.

Professor Elliot Eisner has spent the last forty years researching, thinking and writing about some of the key and enduring issues in Arts Education, Curriculum Studies and Qualitative Research. He has compiled a career-long collection of his finest work -- extracts from books, key articles, salient research findings and major theoretical contributions -- and brought them together in this single manageable volume. Starting with a specially written introduction, which gives an overview of Professor Eisner's career and contextualises his selection, the chapters cover a wide range of issues, including: * children and art * the use of educational connoisseurship * aesthetic modes of knowing * absolutism and relativism in curriculum theory * education reform and the ecology of schooling * the future of education research. towards the development of Arts Education, Curriculum Studies and Qualitative Research. This book is a true gem for anyone wishing to know more about these exciting fields. contributions made to education by leading figures.

The Handbook of Research and Policy in Art Education marks a milestone in the field of art education. Sponsored by the National Art Education Association and assembled by an internationally known group of art educators, this 36-chapter handbook provides an overview of the remarkable progress that has characterized this field in recent decades. Organized into six sections, it profiles and integrates the following elements of this rapidly emerging field: history, policy, learning, curriculum and instruction, assessment, and competing perspectives. Because the scholarly foundations of art education are relatively new and loosely coupled, this handbook provides researchers, students, and policymakers (both inside and outside the field) an invaluable snapshot of its current boundaries and rapidly growing content. In a nutshell, it provides much needed definition and intellectual respectability to a field that as recently as 1960 was more firmly rooted in the world of arts and crafts than in scholarly research.

Although the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects of the mind, argues Elliot Eisner in this engrossing book. In it he describes how various forms of thinking are evoked, developed, and refined through the arts. These forms of thinking, Eisner argues, are more helpful in dealing with the ambiguities and uncertainties of daily life than are the formally structured curricula that are employed today in schools. Offering a rich array of examples, Eisner describes different approaches to the teaching of the arts and the virtues each possesses when well taught. He discusses especially nettlesome issues pertaining to the evaluation of performance in the arts. Perhaps most important, Eisner provides a fresh and admittedly iconoclastic perspective on what the arts can contribute to education, namely a new vision of both its aims and its means. This new perspective, Eisner argues, is especially important today, a time at which mechanistic forms of technical rationality often dominate our thinking about the conduct and assessment of education.

Este libro se ha convertido ya en una obra clasica para innumerables estudiosos, sobre todo por su reflexion filosofica sobre las diferentes teorias de la educacion. El texto plantea una vision progresista de las relaciones entre las didacticas generales, diferenciales y especificas y, a traves de una impresionante acumulacion de datos, establece una minuciosa sintesis tanto de teorias autorales como de modelos educativos. Una abundante documentacion asi como un alto grado de reflexion lo convierten, junto a los demas aspectos citados, en lectura basica para todos los estudiantes de educacion, arte y filosofia. El libro incluye ilustraciones en blanco y negro y color, asi como un prologo del autora esta primera edicion en lengua espanola. Elliot W. Eisner participo en el Proyecto Kattering de la Universidad de Stanford, que se propuso definir los ambitos de la ensenanza y el aprendizaje del arte: una definicion de caracter epistemologico que situo la educacion artistica como disciplina estructurada dentro de unos campos del saber, con unos objetivos, contenidos y metodologias coherentes, basados en las diferentes ciencias del arte, la estetica y la comunicacion.

Esta version ampliada y actualizada de la obra anterior de Eisner, Procesos cognitivos y curriculum. Una base para decidir lo que hay que ensenar, da respuestas a las preguntas que nacieron de una obra poco difundida de John Dewey, El arte como experiencia, publicada en 1934.Como caracterizar una vision mas amplia de la cognicion?Que nuevas formas de inteligencia se reconocerian desde esa vision?Que cambios habria que introducir en el desarrollo del curriculum en las escuelas y en las concepciones de evaluacion educativa? Luego de un analisis critico de la reforma educativa, Eisner considera el papel fundamental de los sentidos en la formacion de concepciones y la multiplicidad de formas de representacion por las cuales aquellas pueden darse a conocer a otras personas. Esta perspectiva conduce a una vision ampliada de los procesos cognitivos, que rechaza la oposicion entre inteligencia y afectividad, y que trae consigo un enfoque radicalmente diferente de la educacion porque busca el desarrollo de multiples alfabetismos en el estudiante. El desafio para los educadores consiste en adoptar una vision expandida de alfabetismo que reconozca el papel de las variadas expresiones de la inteligencia humana, en desplegar una concepcion diferente de la igualdad de oportunidades y en consolidar nuevas bases para disenar un curriculum autenticamente diverso.

A thought-provoking exploration of arts based social research. Ideal for students, researchers, and practitioners, this unique book provides a framework for broadening the domain of qualitative inquiry in the social sciences by incorporating the arts as a means of better understanding -- and rethinking -- important social issues. In the book's 10 thought-provoking chapters, authors Tom Barone and Elliot W. Eisner -- pioneers in the field -- address key aspects of arts based research, including its purpose and fundamental ideas, controversies that surround the field and the politics and ethics involved, and key criteria for evaluation.

We treasure the occasions when a classroom of students becomes totally focused, absorbed by ideas. How can teachers make these special moments happen more often? Every teacher has powerful memories of becoming swept up in an electric moment when the classroom hums with energy and students are wholly engaged in learning. During such moments of real learning, teenagers find genuine meaning, worth, and value in their academic experiences. And their teachers find in these heightened and exuberant moments the embodiment of their best hopes and ideals as educators. How can such "teachable moments" be encouraged? What can teachers do to inspire more of these educationally vital episodes? In this compelling book, Sam M. Intrator scrutinizes powerful learning moments in a high school classroom. He offers five detailed portraits of these experiences, describing in each case how the teacher shaped the culture of the class, made critical pedagogical decisions, and connected students to the subject matter. Intrator confirms that seemingly magical learning moments can becultivated, and he suggests numerous practical ideas to help teachers do so.

Planning for this volume, Learning And Teaching The Ways Of Knowing, was predicated on several assumptions. First, the mind is not given at birth, but rather is shaped by the experiences a growing human has during the course of his or her life. Second, the potential of the mind is not yet fully understood. What humans have the capacity to think about is related to the context in which they live.