The Educated Mind: How Cognitive Tools Shape Our UnderstandingUniversity of Chicago Press, 1997 - 299 หน้า 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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ผลการค้นหา 1 - 5 จาก 87
หน้า 2
... theory that can enable schools to become more effective — a theory that lays a foundation for greater understanding and practical control of educational matters . Oh , dear — the problem has to do with one educational theory and the ...
... theory that can enable schools to become more effective — a theory that lays a foundation for greater understanding and practical control of educational matters . Oh , dear — the problem has to do with one educational theory and the ...
หน้า 3
... theory and indicate why it might be a bet- ter bet than any other , or any combination of others , currently around . One unfamiliar feature of this new theory is that it describes education in terms of a sequence of kinds of ...
... theory and indicate why it might be a bet- ter bet than any other , or any combination of others , currently around . One unfamiliar feature of this new theory is that it describes education in terms of a sequence of kinds of ...
หน้า 4
... theory , distinct from those articulated in the late nineteenth century mainly in terms of what is identified as being recapitu- lated . I try to show that each kind of understanding results from the develop- ment of particular ...
... theory , distinct from those articulated in the late nineteenth century mainly in terms of what is identified as being recapitu- lated . I try to show that each kind of understanding results from the develop- ment of particular ...
หน้า 5
... theory to be elaborated in the following chapters , each kind of understanding does not fade away to be replaced by the next , but rather each properly coalesces in significant degree with its predecessor . The developments in language ...
... theory to be elaborated in the following chapters , each kind of understanding does not fade away to be replaced by the next , but rather each properly coalesces in significant degree with its predecessor . The developments in language ...
หน้า 6
... theory and to clarify its unfamiliar features . This chapter deals with a range of political , ideological , pedagogical , methodological , moral , and other issues raised by the presenta- tion of the theory to that point . I pretend ...
... theory and to clarify its unfamiliar features . This chapter deals with a range of political , ideological , pedagogical , methodological , moral , and other issues raised by the presenta- tion of the theory to that point . I pretend ...
เนื้อหา
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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หน้า 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.