Imagination in Teaching and Learning: The Middle School Years / Edition 1

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Overview


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.

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Editorial Reviews

Booknews
Explores the characteristics of the typical student's imaginative life and how it can be engaged in learning; how the typical teacher might plan lessons and units to achieve this aim; and how the typical curriculum content of science, social studies, language arts, mathematics, and so on, might be shaped to help as well. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780226190358
  • Publisher: University of Chicago Press
  • Publication date: 6/15/1992
  • Edition description: 1
  • Edition number: 1
  • Pages: 188
  • Sales rank: 1,436,033
  • Product dimensions: 5.25 (w) x 8.00 (h) x 0.50 (d)

Table of Contents


Acknowledgments
Introduction
A Very Short History of the Imagination
Introduction
Myth, Memory, and Emotion
Ancient and Medieval Imagination
Imagination in the Enlightenment
The Romantic Imagination
Imagination in the Modern Period: Philosophical Work
Imagination in the Modern Period: Psychological Work
Conclusion
Why is Imagination Important to Education?
Introduction
Imagination and Conventional Thinking
Imagination in Learning
Imagination and Memory
Social Virtues
Imagination and Freedom
Imagination and Objective Knowledge
Visualization, Originality, and Creativity
The Narrative Mind
Conclusion
III. Characteristics of Students' Imaginative Lives, Ages 8-15
Introduction
The Affective Connection
Extremes and Limits
Romance, Wonder, and Awe
Associating With the Heroic
Revolt and Idealism
Matters of Detail
Humanizing Knowledge
Conclusion
IV. Imagination and Teaching
Introduction
A Planning Framework For Imaginative Teaching and Learning
Exploration of the Framework by Means of an Example
Less Formal Implementations: Fragmenting the Framework
From Characteristics to Principles of Learning
Conclusion
VI. Image and Concept
Some Further Examples
Introduction
Mathematics
Science
Social Studies
Language Arts
Conclusion
Conclusion
The Role of the Teacher
The Imaginative Curriculum
Eliminating Social Studies and Humanities
Imagination and Entertainment
Interests and Abilities: Educational Clichés
The Moral Dimension
The Logic of the Heart
References
Index
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