In the arts motives tend to be secured from the aesthetic satisfactions that the work itself makes possible. The sensibilities come into play and in the process become refined. This will require activities that slow down perception rather than speed it up. Description For graduate level courses in curriculum development. These beliefs and the vision of education they adumbrate are not altogether alien to the contemporary scene. Carving a sculpture out of a piece of wood is clearly a different cognitive task than building a sculpture out of plasticine clay.
This is a paperback reprint of the 1994 edition. At ThriftBooks, our motto is: Read More, Spend Less. The up and back movement of the visitor to the art gallery when looking at a painting is an example of an effort to secure both focal awareness and attention to configuration. It is a very difficult read because of its academic and high level language and because it is packed with information. New York: Appleton Century Crofts, 1957. Indeed, the discovery that form and content are inseparable is one of the lessons the arts teach most profoundly. The promotion of such thinking requires not only a shift in perspective regarding our educational aims, it represents a shift in the kind of tasks we invite students to undertake, the kind of thinking we ask them to do, and the kind of criteria we apply to appraise both their work and ours.
In this edition, Eisner provides a conceptual framework that shows learners the different ways in which the aims of education can be regarded. In the arts it certainly is not. As I said particulars like Mickey Malone complicate life, but they also enrich it. Except for some independent schools, Thorndike won and Dewey lost. It is an educational culture that has a greater focus on becoming than on being, places more value on the imaginative than on the factual, assigns greater priority to valuing than to measuring, and regards the quality of the journey as more educationally significant than the speed at which the destination is reached. This paperback reprint of the 1994 edition is a highly regarded curriculum development book by one of the most prominent figures in the field. Indeed, the history of art itself is, in large measure, a history studded with the effects of new technologies.
Appears not to be a difficult read however. The good teacher, like the good short order cook, has to pay attention to several operations simultaneously, and they do. To do this I will be describing the forms thinking the arts evoke and their relevance for re-framing our conception of what education might try to accomplish. Coverage is grounded in the belief that the appropriateness of any given educational practice is dependent upon the characteristics and context of the school program, and the values of the community that program serves. The E-mail message field is required. We have a long philosophic tradition in the West that promotes the view that knowing anything requires some formulation of what we know in words; we need to have warrants for our assertions.
When the public is concerned about the educational productivity of its schools the tendency, and it is a strong one, is to tighten up, to mandate, to measure, and to manage. To complicate matters these patterns change over time. Buy with confidence, excellent customer service!. The agenda I have proposed gives rise to more than a few questions. Educational Aims, Objectives, and Other Aspirations.
May not contain Access Codes or Supplements. About this Item: Pearson, 2001. He hasn't uncovered anything new or outrageous, but it has Sept 6, 2011 - Just starting this book for a course on Curriculum Development, Implementation and Assessment. How to cite this article: Eisner, Elliot W. Winston Churchill once said that first we design our buildings and then our buildings design us.
Some Concepts, Distinctions, and Definitions. These interests provided direction to the work but the quality of the work was always appraised by what it did within experience. The fine arts have no monopoly on the artistic. Eisner is a very strong advocate of multiple forms of representation and intelligence and that comes through strongly in his book. They might help us restore decent purpose to our efforts and help us create the kind of schools our children deserve and our culture needs. And this is the point of my remarks about what education might learn from the arts.
Some rubbing wear to covers. The move by Galileo from attention to the qualitative to a focus on the quantification of relationships was, as Dewey points out, not merely a modification in method; it was a conceptual revolution. Book is in Used-Good condition. Access codes may or may not work. We appeal to poetry when we bury and when we marry. Summing Up Some of the Major Points.