front cover of The Educated Mind
The Educated Mind
How Cognitive Tools Shape Our Understanding
Kieran Egan
University of Chicago Press, 1997
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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front cover of Imagination in Teaching and Learning
Imagination in Teaching and Learning
The Middle School Years
Kieran Egan
University of Chicago Press, 1992
It is widely believed that a child's imagination ought to be
stimulated and developed in education. Yet, few teachers
understand what imagination is or how it lends itself to
practical methods and techniques that can be used easily in
classroom instruction. In this book, Kieran Egan—winner of
the prestigious Grawemeyer Award for his work on
imagination—takes up where his Teaching as Story Telling
left off, offering practical help for teachers who want to
engage, stimulate, and develop the imaginative and learning
processes of children between the ages of eight to fifteen.

This book is not about unusually imaginative students and
teachers. Rather, it is about the typical student's
imaginative life and how it can be stimulated in learning,
how the average teacher can plan to achieve this aim, and how
the curriculum can be structured to help achieve this aim.
Slim and determinedly practical, this book contains a wealth
of concrete examples of curriculum design and teaching
techniques structured to appeal specifically to children in
their middle school years.
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front cover of Learning in Depth
Learning in Depth
A Simple Innovation That Can Transform Schooling
Kieran Egan
University of Chicago Press, 2011

For generations, schools have aimed to introduce students to a broad range of topics through curriculum that ensure that they will at least have some acquaintance with most areas of human knowledge by the time they graduate. Yet such broad knowledge can’t help but be somewhat superficial—and, as Kieran Egan argues, it omits a crucial aspect of true education: deep knowledge.

Real education, Egan explains, consists of both general knowledge and detailed understanding, and in Learning in Depth he outlines an ambitious yet practical plan to incorporate deep knowledge into basic education. Under Egan’s program, students will follow the usual curriculum, but with one crucial addition: beginning with their first days of school and continuing until graduation, they will eachalso study one topic—such as apples, birds, sacred buildings, mollusks,circuses, or stars—in depth. Over the years, with the help and guidance of their supervising teacher, students will expand their understanding of their one topic and build portfolios of knowledge that grow and change along with them. By the time they graduate each student will know as much about his or her topic as almost anyone on earth—and in the process will have learned important, even life-changing lessons about the meaning of expertise, the value of dedication, and the delight of knowing something in depth.

Though Egan’s program may be radical in its effects, it is strikingly simple to implement—as a number of schools have already discovered—and with Learning in Depth as a blueprint, parents, educators, and administrators can instantly begin taking the first steps toward transforming our schools and fundamentally deepening their students’ minds.

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front cover of Teaching as Story Telling
Teaching as Story Telling
An Alternative Approach to Teaching and Curriculum in the Elementary School
Kieran Egan
University of Chicago Press, 1989
"I am very impressed by the practicality of [Egan's] introduction of the use of story-forms in curriculum for young children. His model is fascinating, and its various possibilities in a range of fields makes it worth a good look by many kinds of teachers."—Maxine Greene, Teachers College, Columbia
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