The Educated Mind: How Cognitive Tools Shape Our UnderstandingUniversity of Chicago Press, 1997 - 299 ˹éÒ The Educated Mind offers a bold and revitalizing new vision for today's uncertain educational system. Kieran Egan reconceives education, taking into account how we learn. He proposes the use of particular "intellectual tools"—such as language or literacy—that shape how we make sense of the world. These mediating tools generate successive kinds of understanding: somatic, mythic, romantic, philosophical, and ironic. Egan's account concludes with practical proposals for how teaching and curriculum can be changed to reflect the way children learn. "A carefully argued and readable book. . . . Egan proposes a radical change of approach for the whole process of education. . . . There is much in this book to interest and excite those who discuss, research or deliver education."—Ann Fullick, New Scientist "A compelling vision for today's uncertain educational system."—Library Journal "Almost anyone involved at any level or in any part of the education system will find this a fascinating book to read."—Dr. Richard Fox, British Journal of Educational Psychology "A fascinating and provocative study of cultural and linguistic history, and of how various kinds of understanding that can be distinguished in that history are recapitulated in the developing minds of children."—Jonty Driver, New York Times Book Review |
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˹éÒ 2
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˹éÒ 7
... teaching practice . This division is designed to alert the reader to the rather different styles of the two groups of chapters . It is not possible to discuss the social studies curriculum in eighth grade or the sci- ence curriculum in ...
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˹éÒ 12
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1 Three Old Ideas and a New One | 9 |
Mythic Understanding | 33 |
Romantic Understanding | 71 |
Philosophic Understanding | 104 |
Ironic Understanding and Somatic Understanding | 137 |
Some Questions and Answers | 172 |
7 Some Implications for the Curriculum | 205 |
Some Implications for Teaching | 239 |
Afterword | 277 |
281 | |
293 | |
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abstract academic activities ancient Greece argued become begin binary structuring capacities chapter characteristics child claim common commonly conception of education concrete cultural history curriculum derstanding discourse distinctive dramatic earlier early educa elaborate emotions engagement everyday example experience exploration focus forms grasp Greek human ideas images imagination implications important inquiry intellectual tools involves Ironic understanding ironist irony Kieran Egan kinds of understanding knowledge learning literacy literate lives Marxism meaning meaningful ment metanarrative metaphor mind modern myth Mythic understanding narrative nature oral cultures particular perhaps Philosophic understanding Plato postmodern principle problem psychological rational reality recapitulation recapitulation theories recognize represent Romantic understanding Rousseau scheme schools seems sense simply skills social society Socrates Somatic sophisticated stimulate story suggested teacher teaching theoretic theory things thinking Thucydides tion topic traditional transcendent truth Western Western canon words writing young children
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˹éÒ 8 - The composition of this book has been for the author a long struggle of escape, and so must the reading of it be for most readers if the author's assault upon them is to be successful, — a struggle of escape from habitual modes of thought and expression.