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 54
Pagina
... Important to Education ? Introduction i 1 9 9 10 12 • 18 22 26 33 36 • • • 45 • 45 46 49 52 54 57 59 61 62 65 Imagination and Conventional Thinking Imagination in Learning Imagination and Memory Social Virtues . . Imagination and ...
... Important to Education ? Introduction i 1 9 9 10 12 • 18 22 26 33 36 • • • 45 • 45 46 49 52 54 57 59 61 62 65 Imagination and Conventional Thinking Imagination in Learning Imagination and Memory Social Virtues . . Imagination and ...
Pagina 2
... important to cultivate the imagination , but one of the reasons I have some reluctance in agreeing wholeheartedly with Warnock has to do with the persisting difficulty , despite her admirable work and that of others I will draw on in ...
... important to cultivate the imagination , but one of the reasons I have some reluctance in agreeing wholeheartedly with Warnock has to do with the persisting difficulty , despite her admirable work and that of others I will draw on in ...
Pagina 5
... important to 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 ...
... important to 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 ...
Pagina 11
... important , is perhaps more complex . The great power of the story is that it engages us affectively as well as requiring our cognitive attention ; we learn the content of the story while we are emotionally engaged by its characters or ...
... important , is perhaps more complex . The great power of the story is that it engages us affectively as well as requiring our cognitive attention ; we learn the content of the story while we are emotionally engaged by its characters or ...
Pagina 12
The Middle School Years Kieran Egan. continue today to do important work for us . In this first stage of our very short history of imagination , however , we should note the close connections , discovered early , among imagination and ...
The Middle School Years Kieran Egan. continue today to do important work for us . In this first stage of our very short history of imagination , however , we should note the close connections , discovered early , among imagination and ...
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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Parole e frasi comuni
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