Cognition and Curriculum Reconsidered 2nd Edition / Edition 2

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Overview

'Can give you some idea of the vision you are trying to transmit amidst all those examination results' - Management in Education

'The powerful ideas ... in the First Edition have gained ... urgency from the realities of the political policies for education which the intervening years have witnessed in both the USA and the UK. ..... the book's main theme - the narrowness of the concept of education encapsulated in those policies - gains added force from the growing predominance of technicist approaches to curriculum planning' - Professor A V Kelly, Goldsmiths' College, University of London



Cognition and Curriculum
became a seminal book which was essential reading for students of education over the last decade. Now, as the back-to-basics curriculum and standardized modes of evaluation - whose very foundations Elliot W Eisner was questioning a decade ago - are again finding favour with politicians, Eisner has revised his classic work. The result is Cognition and Curriculum Reconsidered, a substantially revised edition that adds two new chapters, including a critique of the reform efforts of the intervening years.
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Product Details

  • ISBN-13: 9780807733103
  • Publisher: Teachers College Press
  • Publication date: 3/1/2003
  • Edition description: 2nd ed
  • Edition number: 2
  • Pages: 168
  • Sales rank: 1,070,929
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.42 (d)

Meet the Author

Elliott Eisner (Ph.D. & M.A., University of Chicago [education]; M.S., Illinois Institute of Technology [art education]; B.A. Roosevelt University [art & education]) works in three fields: Arts Education, Curriculum Studies, and Qualitative Research Methodology (identifying practical uses of critical qualitative methods from the arts in schools settings and teaching processes). His research interests focus on the development of aesthetic intelligence and on the use of methods from the arts to study and improve educational practice. Originally trained as a painter, Eisner's teaching and research center around the ways in which schools might improve by using the processes of the arts in all their programs. Selected publications include: The Arts and the Creation of the Mind (Yale, ©2002); The Kinds of Schools We Need(Heinemann, ©1998); The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice (Prentice Hall, ©1997); Cognition and Curriculum Reconsidered (Teachers College Press, ©1994 [signed and developed by Faye Zucker]); and The Educational Imagination, 3/e (Prentice Hall, ©1994).

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Table of Contents

Preface
1 Reforming Educational Reform 1
Political Mandates for Change 1
Obstacles to Change 6
Looking Beneath the Surface 10
Human Nature and the Purposes of Schooling 12
How Shall We Decide What to Teach? 16
2 The Role of the Senses in Concept Formation 20
Toward a Wider View of Cognition 22
The Sources of Experience 24
Language and Concept Formation 29
An Expanded View of Knowledge 31
Are There Nonqualitative Concepts? 34
Summary and Significance 35
3 Forms of Representation 39
The Features and Functions of Forms of Representation 39
A Closer Look at Forms of Representation 45
Modes of Treating Forms of Representation 48
The Syntaxes of Forms of Representation 55
4 From Cognition to Curriculum 61
From Conceptualization to Curriculum 62
Implementing Curricula 73
Making Learning Problem-Centered 82
Summing Up the Argument 85
In Retrospect 87
Notes 91
References 95
Index 99
About the Author 107
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