© 2006 – Routledge
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.
Introduction: My Journey as a Writer in the Field of Education 1. Children's Creativity in Art: A Study of Types 2. Educational Objectives: Help or Hindrance 3. Instructional and Expressive Educational Objectives: Their Formulation and Use in Curriculum 4. Educational Connoisseurship and Educational Criticism: Their Forms and Functions in Educational Evaluation 5. On the Use of Education Connoisseurship and Educational Criticism for Evaluating Classroom Life 6. What do Children Learn When They Paint 7. On the Differences Between Artistic and Scientific Approaches to Qualitative Research 8. The Role of the Arts in Cognition and Curriculum 9. Can Educational Research Inform Educational Practice? 10. Aesthetic Modes of Knowing 11. The Celebration of Thinking 12. The Primacy of Experience and the Politics of Method 13. Slippery Moves and Blind Alleys: My Travels with Absolutism and Relativism in Curriculum Theory 14. The Misunderstood Role of the Arts in Human Development 15. Educational Reform and the Ecology of Schooling. 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 21. What Can Education Learn From the Arts About the Practice of Education
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.