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 65
Pagina
... Mind Conclusion III Characteristics of Students ' Imaginative Lives , Ages 8-15 . Introduction The Affective Connection Extremes and Limits Romance , Wonder , and Awe Associating With the Heroic . 67 5 50208 67 69 72 75 Matters of ...
... Mind Conclusion III Characteristics of Students ' Imaginative Lives , Ages 8-15 . Introduction The Affective Connection Extremes and Limits Romance , Wonder , and Awe Associating With the Heroic . 67 5 50208 67 69 72 75 Matters of ...
Pagina 1
... mind that enables them to present a subject in a new and engaging way , a way that enables students to understand it better and also to take pleasure from the learning . Given the frequency with which , in informal discussion ...
... mind that enables them to present a subject in a new and engaging way , a way that enables students to understand it better and also to take pleasure from the learning . Given the frequency with which , in informal discussion ...
Pagina 3
... minds of what may not be present or even exist , and sometimes to allow these images to affect us as though they were present and real . The nature of these images is very hard for us to describe , as they are unlike any other kinds of ...
... minds of what may not be present or even exist , and sometimes to allow these images to affect us as though they were present and real . The nature of these images is very hard for us to describe , as they are unlike any other kinds of ...
Pagina 10
... mind . Perhaps we may pose our question another way : What social needs were fulfilled by such highly developed imaginative activity so early in human cultural history ? The simple answer seems to be that this imaginative vividness was ...
... mind . Perhaps we may pose our question another way : What social needs were fulfilled by such highly developed imaginative activity so early in human cultural history ? The simple answer seems to be that this imaginative vividness was ...
Pagina 11
... mind , that helped human groups to cohere and remain relatively stable . These techniques do not become irrelevant after the invention of writing , of course . Patterned sound , vivid images , and stories continue today to do important ...
... mind , that helped human groups to cohere and remain relatively stable . These techniques do not become irrelevant after the invention of writing , of course . Patterned sound , vivid images , and stories continue today to do important ...
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