Imagination in Teaching and Learning: Ages 8 to 15Routledge, 16 ott 2013 - 188 pagine 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. Egan uses a bright and witty style to move 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. A selection of sample lesson plans show teachers how they can encourage effective learning through stimulating pupils' imaginations in a variety of curriculum areas, including maths, science, social studies and language work. |
Dall'interno del libro
Risultati 1-5 di 40
... Emotion . . . . . . . . . . . . . . IO Ancient and Medieval Imagination . . . . . . . . . . . 12 Imagination in the Enlightenment . . . . . . . . . , . . 18 The Romantic Imagination . . . . . . . . . . . . . . . 22 Imagination in the ...
... emotion, metaphor, and no doubt other labelled features of our lives, intersect and interact. Some of the images we experience seem "echoes" of what we have perceived, though we can change them, combine them, manipulate them to become ...
... emotions seem tied to these mental images; when we imagine something we tend to feel as though it is real or present, such that it seems our “coding” and “access” to images is tied in with our emotions. The logic of imagination seems to ...
... Emotion Whatever scholars have made of myth — which has not been much until quite recently -4 all have had to acknowledge that in its varied forms it certainly exemplifies imaginative activity. Some used to argue that it is the kind of ...
... emotionally engaged by its characters or events. The vividness and power of myth stories turns on the way we are arrested by their images. They are typically strange and unlike anything in our experience or environment. It was ...
Sommario
1 | |
9 | |
II Why Is Imagination Important to Education? | 45 |
III Characteristics of Students̕ Imaginative Lives Ages 815 | 67 |
IV Imagination and Teaching | 91 |
V Image and Concept | 115 |
VI
Some Further Examples | 119 |
Conclusion | 153 |
References | 169 |
Subject Index | 175 |