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 14
... rationality we can be explicit about. Most of these observations about the imagination, which one finds in the literature on the topic, tend to draw on the obvious connection between imagination and imagery: But we also “talk quite ...
... rationality and imagination, ages 8 to 15 (Egan, 1990), which deals with a much wider range of students' “sense-making capacities” and looks at them in much greater detail than is possible here. In this latter book may be found the ...
... rationality. As such, it was claimed to be unproductive thought, reasonless, like the unconscious rambling of a demented dreamer (cf. Blumenberg, 1985; Kirk, 1970). And yet it is ubiquitous in oral cultures. Why do we find such vivid ...
... rationality. But in Aristotle's work, as well as in Plato's, the imagination is still a faculty that copies what is in the world. It is dependent on the sensations or on reason: “Imagination remains largely a reproductive rather than a ...
Hai raggiunto il limite di visualizzazione per questo libro.
Sommario
Why Is Imagination Important to Education? | |
Characteristics of Students Imaginative Lives Ages 815 | |
Imagination and Teaching | |
Image and Concept | |
Conclusion | |
References | |
Index | |