The Educated Mind; How Cognitive Tools Shape Our Understanding
Language: English
Published by University of Chicago Press, Chicago, IL, 1997
- First Edition
- Softcover
- Used
Seller: True Oak Books, Highland, NY, U.S.A.True Oak Books
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Condition: Used - Good
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299 pages; Ex-Library copy with usual identifiers. Light creasing to the covers' side edges. Minor curl to back cover's non-spine edge and last few pages'. Good condition otherwise. No other noteworthy defects. No markings on text pages.; - Your satisfaction is our priority. We offer free returns and respond promptly to all inquiries. Your item will be packaged with care and ship on the same or next business day. Buy with confidence.
Seller Inventory # HVD-52546-A-0
- Title
- The Educated Mind; How Cognitive Tools Shape Our Understanding
- Author
- Kieran Egan
- Publisher
- University of Chicago Press, Chicago, IL
- Publication year
- 1997
- Condition
- Good
- Binding
- Paperback
- Language
- English
- ISBN 10
- 0226190390
- ISBN 13
- 9780226190396
- Edition
- First Edition; First Printing.
The Educated Mind offers a bold and revitalizing new vision for today's uncertain educational system. Kieran Egan reconceives education, taking into account how we learn. He proposes the use of particular "intellectual tools"—such as language or literacy—that shape how we make sense of the world. These mediating tools generate successive kinds of understanding: somatic, mythic, romantic, philosophical, and ironic. Egan's account concludes with practical proposals for how teaching and curriculum can be changed to reflect the way children learn.
"A carefully argued and readable book. . . . Egan proposes a radical change of approach for the whole process of education. . . . There is much in this book to interest and excite those who discuss, research or deliver education."—Ann Fullick, New Scientist
"A compelling vision for today's uncertain educational system."—Library Journal
"Almost anyone involved at any level or in any part of the education system will find this a fascinating book to read."—Dr. Richard Fox, British Journal of Educational Psychology
"A fascinating and provocative study of cultural and linguistic history, and of how various kinds of understanding that can be distinguished in that history are recapitulated in the developing minds of children."—Jonty Driver, New York Times Book Review
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