[PDF] The Arts and the Creation of Mind - Semantic ScholarAt once, he is known as a trailbreaker in contemporary efforts to make the artistic-aesthetic dimension of experience central in public education's classrooms. This book reimagines the kinds of reforms needed in education, as it brings together Eisner's generative notions about learning and teaching, arts-based research, and climactically a conception of mind as process, a way of being in and acting upon the world. Encounters with the arts, Eisner tells us, can nurture and enrich mind in its becoming. The very idea of 'creation' in this context opens perspectives on ways of making 'mind' the beating heart of live and humane schools. Eisner is the preeminent spokesperson for the arts in education. Not since John Dewey has an American scholar written with such insight, power, and grace about the arts and the development of mind.
10 Lessons the Arts Teach
The Journal of Aesthetic Education All three share the view that the creation and understanding of works of art, though endowed with feeling and emotion, are nevertheless cognitive endeavors. But why have so many books appeared on the topic of cognition at this time? To answer this question it becomes necessary to describe the changes in our understanding of cognition and the problems these have created for the arts in education. Once cognition was the term used to designate propositional thinking with verbal and numerical symbols, whereas the current sense of the term embraces all forms of thought including mental images obtained through perception.
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