By E. Eisner
Elliot Eisner has spent the final 40 years getting to know, pondering and writing approximately a few of the enduring matters in arts schooling, curriculum experiences and qualitative learn. He has compiled a career-long number of his most interesting work including extracts from books, key articles, salient examine findings and significant theoretical contributions and taken them jointly in a unmarried quantity. beginning with a particularly written advent, which provides an outline of Eisner’s occupation and contextualises his choice, the chapters disguise quite a lot of concerns together with: * childrens and artwork* using academic connoisseurship* aesthetic modes of realizing* absolutism and relativism in curriculum thought* schooling reform and the ecology of education* the way forward for schooling examine.
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Extra resources for Re-Imagining Schools: The Selected Works of Elliot Eisner (World Library of Educationalists Series)
Thorndike, 1921) What Thorndike sought was a precise, exact, objective science of human behavior, one without spiritual or metaphysical bogey-men. In the third stage, behavior will be defined in terms of events in the world which any impartial observer can identify and, with the proper facilities, verify . . Science of this sort, by giving perfect identifiability and fuller knowledge, leads to completer and finer prophecy and control of human nature. (Thorndike, 1921) The significance of these views about the nature of science of psychology and education cannot in my opinion be overemphasized.
Dewey writes: A truly scientific education can never develop so long as children are treated in the lump, merely as a class. Each child has a strong individuality, and any science must take stock of all the facts in its material. Every pupil must have a chance to show what he truly is, so that the teacher can find out what he needs to make him a complete human being. Only as a teacher becomes acquainted with each one of her pupils can she hope to understand childhood, and it is only as she understands it that she can hope to evolve any scheme of education which will approach either the scientific or the artistic standard.
If we examine the past we will find that since the turn of the century, since the early work of Edward L. Thorndike, there has been a strong aspiration among psychologists to create a science of education which would provide educational practitioners – administrators as well as teachers – with the kind of knowledge that would permit prediction through control of the process and consequences of schooling. Laws that would do for educational practitioners what the work of Einstein, Maxwell, and Bohr have done for physicists were the object of the educational scientist’s dream.