Cognition and Curriculum Reconsidered 2nd Edition
'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...
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'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 LondonCognition 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.
Preface1Reforming Educational Reform1Political Mandates for Change1Obstacles to Change6Looking Beneath the Surface10Human Nature and the Purposes of Schooling12How Shall We Decide What to Teach?162The Role of the Senses in Concept Formation20Toward a Wider View of Cognition22The Sources of Experience24Language and Concept Formation29An Expanded View of Knowledge31Are There Nonqualitative Concepts?34Summary and Significance353Forms of Representation39The Features and Functions of Forms of Representation39A Closer Look at Forms of Representation45Modes of Treating Forms of Representation48The Syntaxes of Forms of Representation554From Cognition to Curriculum61From Conceptualization to Curriculum62Implementing Curricula73Making Learning Problem-Centered82Summing Up the Argument85In Retrospect87Notes91References95Index99About the Author107
