ERIC Number: ED525057
Record Type: Non-Journal
Publication Date: 2004-Mar-24
Abstractor: As Provided
Reference Count: 0
Making Minds Less Well Educated Than Our Own
Schank, Roger C.
Routledge, Taylor & Francis Group
In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. "Making Minds Less Well Educated Than Our Own" is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world. The following chapters are contained in this book: (1) The Great Minds on Education: Plato Meets Grandview Prep; (2) Thinking and Experience in School. What Uneducated Minds Need; (3) The Formally Educated Mind; (4) What Is Required for a Good Education?; (5) How High School Got That Way (the Search for the Smoking Gun); (6) Producing Educated Minds Is Not the University's Problem; (7) Structuring the Learning Experience; (8) Teaching and Testing in the Modern World; (9) Horses for Courses: The Story Centered Curriculum; (10) Rethinking College; (11) The SCC at Grandview (2002-2003); (12) Teaching Realities; (13) Fifth Grade Follies; (14) 8th and 12th; (15) Curriculum Redesign. K-12 Stories; (16) CMU Results; (17) General Hospital; and (18) Toward a New Conception of Education.
Descriptors: Experimental Curriculum, Instructional Design, Standardized Tests, Educational Change, Educational Policy, Educational Principles, Educational Philosophy, Role of Education, High Schools, Educational Testing, Curriculum Design, Higher Education, Humanities
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: firstname.lastname@example.org; Web site: http://www.routledge.com
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Higher Education; Secondary Education
Authoring Institution: N/A