東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Educating the visual imagination: P...

Cross, Jane Monteze Gillespie.

FindBook

Google Book

Amazon

博客來

Educating the visual imagination: Paradigm and process.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Educating the visual imagination: Paradigm and process./
作者:	Cross, Jane Monteze Gillespie.
面頁冊數:	296 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3936.
Contained By:	Dissertation Abstracts International61-10A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9992296
ISBN:	9780599994669

Educating the visual imagination: Paradigm and process.
Cross, Jane Monteze Gillespie.

Educating the visual imagination: Paradigm and process. - 296 p.

Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3936.

Thesis (Ph.D.)--The University of Texas at Dallas, 2001.

Developing a constructive visual imagination confers benefits throughout life. In school, an active visual imagination makes learning easier and more enjoyable; in later life creative, problem solving abilities are enhanced. This interdisciplinary dissertation includes a review of relevant fields including Creativity, Psychology, Human Development, Art, Education, Right/Left Brain Theory, and Accelerated Learning. The author focuses on the visual imagination because of its central importance in the majority of students' learning styles. She proposes a new paradigm for education, a Visual Imagination Education (VIE) synthesizing effective historical practices with new knowledge, including how our brains assimilate information, to foster students' natural love of learning, not kill it. This dissertation examines the concept of the visual imagination from humanities and psychological perspectives to develop new ways to view the positive contributions this innate faculty can make in self-development, personal learning abilities, private and public ethics, relationships, and contributions to humanity. When students cannot imagine a future, they usually see education as irrelevant, have difficulty using concepts for problem solving, and fail to envision consequences for behaviors, destructive or constructive. The "entertain me" attitude, shortened attention span, attenuated motivation to learn, emphasis on the present moment, and apathy toward actions and problems of others is epidemic in today's schools.

ISBN: 9780599994669Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Educating the visual imagination: Paradigm and process.
LDR:03336nam 2200313 a 45 001 958411
005 20110704
008 110704s2001 eng d
020 $a 9780599994669
035 $a (UMI)AAI9992296
035 $a AAI9992296
040 $a UMI $c UMI
100 1 $a Cross, Jane Monteze Gillespie. $3 1281873
245 1 0 $a Educating the visual imagination: Paradigm and process.
300 $a 296 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3936.
500 $a Supervisor: Victor L. Worsfold.
502 $a Thesis (Ph.D.)--The University of Texas at Dallas, 2001.
520 $a Developing a constructive visual imagination confers benefits throughout life. In school, an active visual imagination makes learning easier and more enjoyable; in later life creative, problem solving abilities are enhanced. This interdisciplinary dissertation includes a review of relevant fields including Creativity, Psychology, Human Development, Art, Education, Right/Left Brain Theory, and Accelerated Learning. The author focuses on the visual imagination because of its central importance in the majority of students' learning styles. She proposes a new paradigm for education, a Visual Imagination Education (VIE) synthesizing effective historical practices with new knowledge, including how our brains assimilate information, to foster students' natural love of learning, not kill it. This dissertation examines the concept of the visual imagination from humanities and psychological perspectives to develop new ways to view the positive contributions this innate faculty can make in self-development, personal learning abilities, private and public ethics, relationships, and contributions to humanity. When students cannot imagine a future, they usually see education as irrelevant, have difficulty using concepts for problem solving, and fail to envision consequences for behaviors, destructive or constructive. The "entertain me" attitude, shortened attention span, attenuated motivation to learn, emphasis on the present moment, and apathy toward actions and problems of others is epidemic in today's schools.
520 $a The proposed Visual Imagination Education (VIE) augments William Glasser's successful Quality School model, providing basic training in how to risk safely, evaluate outcomes, and integrate information for future activities and behaviors. Mastering these skills ensures active participation in life, rather than passivity. This system incorporates Glasser's Choice Theory; Howard Gardner's Multiple Intelligences; and Tony Buzan's Mind Mapping, Radiant learning, and Mental Literacy approaches. Visual imagination exercises for various grade levels, and ways to develop the individual visual imagination are delineated.
520 $a Educating the visual imagination is one proper role for twenty-first century education. Correcting problems in American life and education is of the utmost significance to society. The VIE ideas presented here, when implemented, will accelerate that process.
590 $a School code: 0382.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
690 $a 0516
690 $a 0727
690 $a 0998
710 2 0 $a The University of Texas at Dallas. $3 1018411
773 0 $t Dissertation Abstracts International $g 61-10A.
790 $a 0382
790 1 0 $a Worsfold, Victor L., $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9992296