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 38
Pagina 8
... story telling is similarly related to Primary Understanding : Education in early childhood [ Egan , 1988 ] . ) Teaching as story telling and this book are designed primarily to take some of the central ideas related to students ...
... story telling is similarly related to Primary Understanding : Education in early childhood [ Egan , 1988 ] . ) Teaching as story telling and this book are designed primarily to take some of the central ideas related to students ...
Pagina 9
... story - line if our focus is imagination . In as far as imagination is assumed generally to be a good thing , it is far from clear that it is more fully exercised , more evidently life - enhancing , more socially beneficial now than at ...
... story - line if our focus is imagination . In as far as imagination is assumed generally to be a good thing , it is far from clear that it is more fully exercised , more evidently life - enhancing , more socially beneficial now than at ...
Pagina 11
... 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 vividness and power of myth stories turns on 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 vividness and power of myth stories turns on the ...
Pagina 12
... stories , human beings are trespassing on powers that properly belong to God . That people are to remember this and desist from so doing is made clear by the punishments visited on Adam and Eve and on the builders of Babel . In both ...
... stories , human beings are trespassing on powers that properly belong to God . That people are to remember this and desist from so doing is made clear by the punishments visited on Adam and Eve and on the builders of Babel . In both ...
Pagina 13
... story . Prometheus steals fire from the gods and gives it to humans . The power over fire enables human beings to transform their world and to encroach on the prerogatives of the gods . Prometheus suffers an even nastier fate than did ...
... story . Prometheus steals fire from the gods and gives it to humans . The power over fire enables human beings to transform their world and to encroach on the prerogatives of the gods . Prometheus suffers an even nastier fate than did ...
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