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摘要
摘要
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school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means.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.
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Computer scientist Schank thinks American education is too "academic," emphasizing literature, history, and humanities rather than "simple human skills such as parenting or marriage." He faults the "Great Books" curriculum and rereads those books--for example, Plato--to show their emphasis really is on "doing" (practice) rather than knowing or theory. Today the computer can provide what students need to know to serve their own interests, so teaching should be mentoring rather than authoritative. There are a few good ideas--for instance, skepticism about the dominance of testing--but they are not adequately developed. The book instead is a farrago of superficial complaints and misconceptions, inconsistent claims and reasoning, and poor editing: missing words, incorrect plurals and possessives, pronoun shifts, and unhelpful citations. Who would use such a book? An epilogue asks, "What's a Mother to Do?" and advocates home schooling, "with experts online as mentors." But, "parents need to be kept out of the educational process"; "experts ... will ... control ... the curriculum." The book appears to be special pleading dressed up--badly--as educational theory. ^BSumming Up: Not recommended. R. R. Sherman emeritus, University of Florida
目录
Preface: What Is an Educated Mind? | p. vii |
Acknowledgments | p. xi |
Prologue: 1892 | p. xv |
1 The Great Minds on Education: Plato Meets Grandview Prep | p. 1 |
2 Thinking and Experience in School | p. 23 |
3 What Uneducated Minds Need | p. 37 |
4 The Formally Educated Mind | p. 62 |
5 What Is Required for a Good Education? | p. 84 |
6 How High School Got That Way (the Search for the Smoking Gun) | p. 101 |
7 Producing Educated Minds Is Not the University's Problem | p. 116 |
8 Structuring the Learning Experience | p. 130 |
9 Teaching and Testing in the Modern World | p. 145 |
10 Horses for Courses: The Story Centered Curriculum | p. 163 |
11 Rethinking College | p. 176 |
12 The SCC at Grandview (2002-2003) | p. 198 |
13 Teaching Realities | p. 214 |
14 Fifth Grade Follies | p. 223 |
15 The Eighth and Twelfth Grade Writing Curricula: A Study in Contrasts | p. 239 |
16 Redesigning the Curriculum | p. 260 |
17 K-12 Stories | p. 272 |
18 CMU West | p. 282 |
19 The Eleventh Grade Hospital Curriculum | p. 300 |
20 Toward a New Conception of Education | p. 309 |
Epilogue: What's a Mother to Do? | p. 323 |