The Educational Imagination: On The Design And Evaluation Of School Programs
Condition: SECONDHAND
This is a secondhand book. The jacket image is a photograph of the exact copy we have in stock. This image shows the condition of this book. Further condition remarks are below.
Condition remarks:
Book: Good
Jacket: N/A
Pages: Good
Markings: No markings
A landmark work in educational theory and curriculum studies, The Educational Imagination: On The Design And Evaluation Of School Programs presents a bold and intellectually rigorous argument for reconceiving how educators design, implement, and assess school curricula. Elliot W. Eisner draws on his background in art education and cognitive psychology to illustrate how artistic and humanistic modes of thinking are not peripheral to schooling but central to it, challenging the dominance of behaviorist and technocratic approaches to curriculum development. With authoritative clarity and a persuasive academic tone, he details a framework for educational connoisseurship and criticism — a qualitative approach to evaluation that treats teaching and learning as craft and art rather than mere measurable output. Eisner argues that the goals of education must account for the full range of human experience, including those outcomes that resist easy quantification, and instructs practitioners on how to bring greater imagination and intentionality to program design. Widely adopted in graduate programs in education, this foundational text remains an essential and transformative resource for teachers, administrators, and curriculum theorists alike.
Author: Elliot W. Eisner
Format: Hardback
Genre: Education theory
Condition remarks:
Book: Good
Jacket: N/A
Pages: Good
Markings: No markings
A landmark work in educational theory and curriculum studies, The Educational Imagination: On The Design And Evaluation Of School Programs presents a bold and intellectually rigorous argument for reconceiving how educators design, implement, and assess school curricula. Elliot W. Eisner draws on his background in art education and cognitive psychology to illustrate how artistic and humanistic modes of thinking are not peripheral to schooling but central to it, challenging the dominance of behaviorist and technocratic approaches to curriculum development. With authoritative clarity and a persuasive academic tone, he details a framework for educational connoisseurship and criticism — a qualitative approach to evaluation that treats teaching and learning as craft and art rather than mere measurable output. Eisner argues that the goals of education must account for the full range of human experience, including those outcomes that resist easy quantification, and instructs practitioners on how to bring greater imagination and intentionality to program design. Widely adopted in graduate programs in education, this foundational text remains an essential and transformative resource for teachers, administrators, and curriculum theorists alike.