| Description |
x, 299 pages ; 24 cm |
| Contents |
Machine derived contents note: Table of contents for The educated mind : how cognitive tools shape our understanding / Kieran Egan. -- Bibliographic record and links to related information available from the Library of Congress catalog -- Information from electronic data provided by the publisher. May be incomplete or contain other coding. -- Acknowledgments -- Introduction -- Part One -- 1. Three Old Ideas and a New One -- 2. Mythic Understanding -- 3. Romantic Understanding -- 4. Philosophic Understanding -- 5. Ironic Understanding and Somatic Understanding -- 6. Some Questions and Answers -- Part Two -- 7. Some Implications for the Curriculum -- 8. Some Implications for Teaching -- Afterword -- Bibliography -- Index -- Library of Congress subject headings for this publication: Education Philosophy, Cognition and culture, Civilization, Western History, Educational anthropology, Educational sociology, Learning, Psychology of, Teaching, Psycholinguistics |
| Summary |
Not content with a radical diagnosis, Egan presents us with a new and sophisticated alternative. Egan reconceives education as our learning to use particular "intellectual tools" - such as language or literacy - which shape how we make sense of the world. These mediating tools generate successive kinds of understanding: somatic, mythic, romantic, philosophical, and ironic. As practical as it is theoretically innovative, Egan's account concludes with practical proposals for how teaching and curriculum could be changed to reflect the ways we actually learn |
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The ills of education are caused, Kieran Egan argues, by the fact that we have inherited three major educational ideas, each of which is incompatible with the other two. Is the purpose of education to make good citizens and inculcate socially relevant skills and values? Or is it to master certain bodies of knowledge? Or is it the fulfillment of each student's unique potential? These conflicting goals bring about clashes at every level of the educational process, from curriculum decisions to teaching methods. Egan's analysis is cool, clear, and wholly original, and his diagnosis is as convincing as it is unexpected |
| Bibliography |
Includes bibliographical references (pages 281-292) and index |
| Subject |
Civilization, Western -- History.
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Cognition and culture.
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Education -- Philosophy.
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Educational anthropology.
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Educational fnthropology
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Educational sociology.
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Learning, Psychology of.
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Psycholinguistics.
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Teaching.
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| LC no. |
96042208 |
| ISBN |
0226190366 (alk. paper) |
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0226190390 (paperback) |
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