Arts and the Creation of Mind
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A01=Elliot W. Eisner
adaptive thinking
aesthetics
arts
arts assessment
arts education
arts evaluation
arts instruction
Author_Elliot W. Eisner
Category=ABA
Category=JN
creativity
critical thinking
curriculum
drawing
education
educational assessments
eq_art-fashion-photography
eq_bestseller
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
high school teachers
higher education
life skills
nonfiction
painting
pedagogy
perception
performing arts
public education
real world skills
reason
sculpture
teaching arts
thinking outside the box
visual arts
well rounded students
Product details
- ISBN 9780300105117
- Weight: 363g
- Dimensions: 156 x 235mm
- Publication Date: 10 Sep 2004
- Publisher: Yale University Press
- Publication City/Country: US
- Product Form: Paperback
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Although the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects of the mind, argues Elliot Eisner in this engrossing book. In it he describes how various forms of thinking are evoked, developed, and refined through the arts. These forms of thinking, Eisner argues, are more helpful in dealing with the ambiguities and uncertainties of daily life than are the formally structured curricula that are employed today in schools.
Offering a rich array of examples, Eisner describes different approaches to the teaching of the arts and the virtues each possesses when well taught. He discusses especially nettlesome issues pertaining to the evaluation of performance in the arts. Perhaps most important, Eisner provides a fresh and admittedly iconoclastic perspective on what the arts can contribute to education, namely a new vision of both its aims and its means. This new perspective, Eisner argues, is especially important today, a time at which mechanistic forms of technical rationality often dominate our thinking about the conduct and assessment of education.
Offering a rich array of examples, Eisner describes different approaches to the teaching of the arts and the virtues each possesses when well taught. He discusses especially nettlesome issues pertaining to the evaluation of performance in the arts. Perhaps most important, Eisner provides a fresh and admittedly iconoclastic perspective on what the arts can contribute to education, namely a new vision of both its aims and its means. This new perspective, Eisner argues, is especially important today, a time at which mechanistic forms of technical rationality often dominate our thinking about the conduct and assessment of education.
Elliot W. Eisner is Lee Jacks Professor of Education and Professor of Art at Stanford University.
