How we think, but not in school : : a storied approach to teaching / / Patrick J. Lewis.
If story is the basic principle of mind—then what are we doing in elementary schools? In this provocative exploration of narrative, the author writes from the idea that story is integral to the generation of meaning in human experience. Indeed, story plays a significant role in the formation of iden...
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Superior document: | Bold Visions in Educational Research ; 15 |
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Place / Publishing House: | Rotterdam, Netherlands ;, Taipei : : Sense Publishers,, [2007] 2007 |
Year of Publication: | 2007 |
Language: | English |
Series: | Bold Visions in Educational Research ;
15. |
Physical Description: | 1 online resource |
Notes: | Bibliographic Level Mode of Issuance: Monograph |
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Lewis, Patrick J., author. How we think, but not in school : a storied approach to teaching / Patrick J. Lewis. Rotterdam, Netherlands ; Taipei : Sense Publishers, [2007] 2007 1 online resource text txt computer c online resource cr Bold Visions in Educational Research ; 15 Bibliographic Level Mode of Issuance: Monograph English If story is the basic principle of mind—then what are we doing in elementary schools? In this provocative exploration of narrative, the author writes from the idea that story is integral to the generation of meaning in human experience. Indeed, story plays a significant role in the formation of identity and the development of greater empathic understanding. The text begins with a discussion of the epistemological and ontological nature of narrative in human understanding and then travels across the narrative landscape of the school setting. Through an examination of the impact of standards and accountability emphasis on curriculum, the author suggests current practice may be undermining student learning and engagement. Further, the author places oracy in temporary opposition to literacy, challenging us to rethink our assumptions about the role of literacy (ies) learning. Without negating the importance of literacy, attention is drawn to what is lost in chasing the assumed inherent good-ness of a text-based literacy and how this might hinder the growth of our children. The value of narrative in developing teaching practice and promoting significant learning is brought to the foreground of the discussion, which naturally journeys into an exploration of curriculum raising serious questions about developmental approaches to curriculum construction. How we think but not in school will appeal to elementary teachers, early literacy teachers, teacher educators and those interested in narrative. Preliminary Material -- Narrative Knowing and Being -- Literary Study of Narrative -- So What are we Doing in Schools? -- The Curricula Hydra -- Teaching as Storytelling -- Storytelling as Teaching -- Storytelling as Learning: A Story or Two -- Appendix -- References. Description based on print version record. Education Research. 90-8790-056-2 90-8790-055-4 ebrary Bold Visions in Educational Research ; 15. |
language |
English |
format |
eBook |
author |
Lewis, Patrick J., |
spellingShingle |
Lewis, Patrick J., How we think, but not in school : a storied approach to teaching / Bold Visions in Educational Research ; Preliminary Material -- Narrative Knowing and Being -- Literary Study of Narrative -- So What are we Doing in Schools? -- The Curricula Hydra -- Teaching as Storytelling -- Storytelling as Teaching -- Storytelling as Learning: A Story or Two -- Appendix -- References. |
author_facet |
Lewis, Patrick J., |
author_variant |
p j l pj pjl |
author_role |
VerfasserIn |
author_sort |
Lewis, Patrick J., |
title |
How we think, but not in school : a storied approach to teaching / |
title_sub |
a storied approach to teaching / |
title_full |
How we think, but not in school : a storied approach to teaching / Patrick J. Lewis. |
title_fullStr |
How we think, but not in school : a storied approach to teaching / Patrick J. Lewis. |
title_full_unstemmed |
How we think, but not in school : a storied approach to teaching / Patrick J. Lewis. |
title_auth |
How we think, but not in school : a storied approach to teaching / |
title_new |
How we think, but not in school : |
title_sort |
how we think, but not in school : a storied approach to teaching / |
series |
Bold Visions in Educational Research ; |
series2 |
Bold Visions in Educational Research ; |
publisher |
Sense Publishers, |
publishDate |
2007 |
physical |
1 online resource |
contents |
Preliminary Material -- Narrative Knowing and Being -- Literary Study of Narrative -- So What are we Doing in Schools? -- The Curricula Hydra -- Teaching as Storytelling -- Storytelling as Teaching -- Storytelling as Learning: A Story or Two -- Appendix -- References. |
isbn |
1-281-10485-X 9786611104856 90-8790-347-2 90-8790-056-2 90-8790-055-4 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB1028 |
callnumber-sort |
LB 41028 L495 42007 |
illustrated |
Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
370 - Education |
dewey-full |
370.72 |
dewey-sort |
3370.72 |
dewey-raw |
370.72 |
dewey-search |
370.72 |
oclc_num |
667100467 |
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carrierType_str_mv |
cr |
hierarchy_parent_title |
Bold Visions in Educational Research ; 15 |
hierarchy_sequence |
15. |
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How we think, but not in school : a storied approach to teaching / |
container_title |
Bold Visions in Educational Research ; 15 |
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