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 35
Pagina 2
... perhaps we need to say first , " It depends what you mean by ' imagination " " . It will be obvious that I think it is important to cultivate the imagination , but one of the reasons I have some reluctance in agreeing wholeheartedly ...
... perhaps we need to say first , " It depends what you mean by ' imagination " " . It will be obvious that I think it is important to cultivate the imagination , but one of the reasons I have some reluctance in agreeing wholeheartedly ...
Pagina 4
... perhaps very often require quasi - pictorial " images " , ( as in the cases of sounds and smells , say ) . Novelty in ideas has nearly always been connected with the powers of imagination to " see " solutions to problems . Our emotions ...
... perhaps very often require quasi - pictorial " images " , ( as in the cases of sounds and smells , say ) . Novelty in ideas has nearly always been connected with the powers of imagination to " see " solutions to problems . Our emotions ...
Pagina 7
... perhaps I might mention that this book , while intended to be sufficient in itself to the aims of providing a more articulate grasp on imagination and practical methods for stimulating and developing students ' imaginations , is a part ...
... perhaps I might mention that this book , while intended to be sufficient in itself to the aims of providing a more articulate grasp on imagination and practical methods for stimulating and developing students ' imaginations , is a part ...
Pagina 10
... 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 ...
... 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
... 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 events . The ...
... 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 events . The ...
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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