Authors: Elliot Eisner
ISBN-13: 9780807733103, ISBN-10: 0807733105
Format: Paperback
Publisher: Teachers College Press
Date Published: March 1994
Edition: 2nd Edition
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).
'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.
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 |