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. |
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... stimulated and developed in education. Two related obstacles stand in the way of our routinely achieving this; first ... stimulate, and develop students' imaginations. When talking with students, teachers, educational administrators, or ...
... stimulate and develop the imagination if one hopes to educate. I will begin with general claims such as those of Warnock cited above, and John Dewey's: “The imagination is the medium of appreciation in every field” (1966, p. 236). I ...
... stimulate and develop the imagination have tended to get short shrift in educational schemes influenced by Plato's ... developing the imagination. A rather different valuation of imagination is evident in the influential work of one of ...
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Sommario
Why Is Imagination Important to Education? | |
Characteristics of Students Imaginative Lives Ages 815 | |
Imagination and Teaching | |
Image and Concept | |
Conclusion | |
References | |
Index | |