Imagination in Teaching and Learning: The Middle School YearsUniversity of Chicago Press, 21 apr 2014 - 188 pagine It is widely believed that a child's imagination ought to be stimulated and developed in education. Yet, few teachers understand what imagination is or how it lends itself to practical methods and techniques that can be used easily in classroom instruction. In this book, Kieran Egan—winner of the prestigious Grawemeyer Award for his work on imagination—takes up where his Teaching as Story Telling left off, offering practical help for teachers who want to engage, stimulate, and develop the imaginative and learning processes of children between the ages of eight to fifteen. This book is not about unusually imaginative students and teachers. Rather, it is about the typical student's imaginative life and how it can be stimulated in learning, how the average teacher can plan to achieve this aim, and how the curriculum can be structured to help achieve this aim. Slim and determinedly practical, this book contains a wealth of concrete examples of curriculum design and teaching techniques structured to appeal specifically to children in their middle school years. |
Dall'interno del libro
Risultati 1-5 di 19
Pagina 1
... grasp on what imagination is , and , second , whatever it is , it does not seem the kind of thing that lends itself to practical methods and techniques that any teacher can easily employ in classroom instruction . The purpose of this ...
... grasp on what imagination is , and , second , whatever it is , it does not seem the kind of thing that lends itself to practical methods and techniques that any teacher can easily employ in classroom instruction . The purpose of this ...
Pagina 4
... grasp " through the rest of the book to work on imagination in education . This historical and theoretical chapter seems to me appropriate in what is intended as a practice - oriented book , because of the common imprecision that has ...
... grasp " through the rest of the book to work on imagination in education . This historical and theoretical chapter seems to me appropriate in what is intended as a practice - oriented book , because of the common imprecision that has ...
Pagina 7
... grasp on imagination and practical methods for stimulating and developing students ' imaginations , is a part of a larger project . Among the purposes of this larger project is to supply what I noted above as lacking : a developmental ...
... grasp on imagination and practical methods for stimulating and developing students ' imaginations , is a part of a larger project . Among the purposes of this larger project is to supply what I noted above as lacking : a developmental ...
Pagina 10
... grasp " on imagination . Myth , Memory , and Emotion Whatever scholars have made of myth — which has not been much until quite recently — all have had to acknowledge that in its varied forms it certainly exemplifies imaginative activity ...
... grasp " on imagination . Myth , Memory , and Emotion Whatever scholars have made of myth — which has not been much until quite recently — all have had to acknowledge that in its varied forms it certainly exemplifies imaginative activity ...
Pagina 29
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Sommario
1 | |
9 | |
II Why Is Imagination Important to Education? | 45 |
III Characteristics of Students Imaginative Lives Ages 815 | 67 |
IV Imagination and Teaching | 91 |
V Image and Concept | 115 |
VI Some Further Examples | 119 |
Conclusion | 153 |
References | 169 |
Index | 175 |
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affective images Aristotle articulated Asgard association become Brian Sutton-Smith capacity to think characteristics of students cognitive science common commonly conception of imagination connection consider curriculum Descartes detail eels emotions encourage engage students Eratosthenes evaluation evident evoked example extremes and limits feel Florence Nightingale focus framework generosity of spirit grasp heroic ideals ideas imaginative activity imaginative lives imaginatively engaging important ingenuity intellectual involved Johannes Schmidt John Dewey kind knowledge larvae learning life-cycle literature Mary Warnock mathematics meaning memory mental mind myths narrative structure Northrop Frye Odin particular perception perhaps planning Plato possible previous chapter principles rationality require revolt role romantic Sargasso Sea seems sense of imagination simply Social positivism social studies stimulate and develop stories suggests teachers teaching techniques things as possibly topic transcendent human qualities trees typical unit vivid Warnock wonder