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Author Odenwald, Karla
Title Transforming liberal education through the imagination: Critical-creative thinking in higher education curriculum and pedagogy
book jacket
Descript 354 p
Note Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page:
Adviser: Philip M. Anderson
Thesis (Ph.D.)--City University of New York, 2010
Taking the work of Maxine Greene and Elliot Eisner as a point of departure, this dissertation will argue that the general education college curriculum today needs to be seriously re-examined and re-evaluated if we are to provide students with the education they need. Students require a curriculum which gives more weight to the arts and humanities, one that will recognize, expand, and develop the cognitive, philosophical, and ethical dimensions of learning. The argument will be made for the implementation of a transformative model of education for the 21st century, one that will recognize young people as multi-dimensional human beings, who can and need to develop multi-modal sensibilities through the releasing of both their intellect and imagination as they strive towards a more fulfilling life and a more just world
It will be argued that the general education curriculum should work to enable students to think both rationally and aesthetically, leading to a more comprehensive education. It is proposed to achieve this end through the introduction of a new, merged form of thinking, critical-creative thinking. The argument will be made that this type of thinking can be cultivated both through the inclusion of more arts and humanities courses in the curriculum as well as through the implementation of teaching methods conducive to the development of critical-creative thinking
School code: 0046
Host Item Dissertation Abstracts International 71-05A
Subject Education, Pedagogy
Education, Educational Psychology
Education, Curriculum and Instruction
Education, Philosophy of
0456
0525
0727
0998
Alt Author City University of New York. Urban Education
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