Reimagining Schools
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Elliot Eisner has spent the last forty years researching, thinking and writing about some of the enduring issues in arts education, curriculum studies and qualitative research. He has compiled a career-long collection of his finest work including extracts from books, key articles, salient research findings and major theoretical contributions and brought them together in a single volume. Starting with a specially written introduction, which gives an overview of Eisner’s career and contextualises his selection, the chapters cover a wide range of issues including: * children and art * the use of educational connoisseurship * aesthetic modes of knowing * absolutism and relativism in curriculum theory * education reform and the ecology of schooling * the future of education research.
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- Taylor & Francis
- 9781134212699
- 9780415366458
- ePub
- 1
- Elliot W. Eisner
- English
- 2005-11-16
- 100
- 2
- 2
Kaflar
- Cover Page
- Half Title Page
- Series
- Title Page
- Copyright Page
- Contents
- Acknowledgements
- Introduction My journey as a writer in the field of education
- 1 Children'S Creativity in Art A study of types American Educational Research Journal, 1965, 2(3): 125–136
- Introduction
- Approaches to the study of creativity
- Types of creativity in the visual arts
- Subjects and instruments
- Procedure and treatment of data
- Summary
- 2 Educational Objectives Help or hindrance?
- 3 Instructional And Expressive Educational Objectives Their formulation and use in curriculum W. James Popham, E. Eisner, H. Sullivan and W. Bruneau (eds), Instructional Objectives, Chicago, IL: McNally & Co., 1969 (Monograph Series on Curriculum Evaluation), pp. 1–18
- 4 Educational Connoisseurship And Criticism Their form and functions in educational evaluation Journal of Aesthetic Education, 1976, 135–150
- 5 On The Uses Of Educational Connoisseurship And Criticism For Evaluating Classroom Life Teachers College Record, 1977, 78(3): 345–358
- What is educational connoisseurship and criticism?
- What is the relationship of connoisseurship and criticism to the study of educational phenomena?
- Can educational criticism be trusted?
- Summary
- 6 What Do Children Learn When They Paint? Art Education, 1978, 21(3): 6–10
- 7 On The Differences Between Scientific And Artistic Approaches To Qualitative Research Educational Researcher, 1981, 10(4): 5–9
- 8 The Role of the Arts in Cognition and Curriculum Journal of Art & Design Education, 1986, 5(1 and 2): 57–67
- 9 Can Educational Research Inform Educational Practice?
- 10 Aesthetic modes of knowing
- 11 The Celebration Of Thinking
- Schools without celebration
- Language and knowledge
- A biological basis for thinking and learning
- Remembering and imagining
- Using forms of representation
- Forms of representation have a syntax
- Developing multiple forms of literacy in our schools
- 12 The Primacy of Experience and The Politics of Method
- Experience as achievement
- The hegemony of propositions
- The plurality of meaning
- Art as image of feeling
- Method and consciousness
- 13 Slippery Moves And Blind Alleys My travels with absolutism and relativism in Curriculum Theory
- Postscript
- 14 The Misunderstood Role of the Arts in Human Development
- 15 Educational Reform and the Ecology Of Schooling
- Schools as robust institutions
- Schools as living systems
- Five major dimensions of school reform
- 16 Forms of Understanding and the Future of Educational Research
- 17 Standards for American Schools Help or hindrance?
- 18 The Promise and Perils of Alternative Forms of Data Representation
- 19 What Does it mean to say A School is Doing Well?
- 20 From Episteme to Phronesis to Artistry in the Study and Improvement of Teaching
- The consequences of assumptions about knowledge for education
- What has changed and what it means for education
- 21 What can education learn from the arts about the practice of education?
- Index