The Educational Imagination: On the Design and Evaluation of School Programs

by Elliot W. Eisner

This paperback reprint of the 1994 edition is a highly regarded curriculum development book by one of the most prominent figures in the field. It is designed to help readers understand the major approaches to curriculum planning and the formation of educational goals. In this edition, Eisner provides a conceptual framework that shows learners the different ways in which the aims of education can be regarded...and, describes their implications for curriculum planning and teaching practices. Coverage is grounded in the belief that the appropriateness of any given educational practice is dependent upon the characteristics and context of the school program, and the values of the community that program serves. Chapter titles include: Schooling in America: Where Are We Headed; Some Concepts, Distinctions, and Definitions; Curriculum Ideologies; The Three Curricula That All Schools Teach; Educational Aims, Objectives, and Other Aspirations; Dimensions of Curriculum Planning; On the Art of Teaching; The Functions and Forms of Evaluation; Reshaping Assessment in Education; Some Examples of Educational Criticism; and A Criticism of an Educational Criticism. For teachers and anyone else involved in planning educational curriculums.

Genres: Education

389 pages, Paperback

First published January 1, 1985

Reviews

[Matthew · Rating 3 out of 5]

First, I read this book as a textbook for one of my courses for my Master's in Educational Leadership. It is a very difficult read because of its academic (and high level) language and because it is packed with information. I learned A LOT from what Eisner had to say in his book, but it is not for the faint of heart, nor would I recommend it casually to someone without knowing that they were deeply committed to understanding more about Educational Curriculum.

Eisner is a very strong advocate of multiple forms of representation and intelligence and that comes through strongly in his book. He shamelessly uses examples of educational criticism from his own graduate students and has a very clear message of what he believes can be done to better education. Though his beliefs are strong, they are also very accurate and helpful for me as an aspiring educational leader.

I only recommend this book for those who are pursuing a better understanding of curriculum and how to move a school's practice forward.

[Scieducation · Rating 4 out of 5]

Sept 6, 2011 - Just starting this book for a course on Curriculum Development, Implementation and Assessment. It seems an odd choice to me ... old given the changes in educational reform, policy, and accountability. Appears not to be a difficult read however.
Dec 13, 2011 - Now I see why this book was a required text. Eisner's insights into curriculum development, instructional practice and student and program assessment were very useful. He hasn't uncovered anything new or outrageous, but it has been good to re-evalute the how we look at education, for what purpose and who decides.

[Peaches · Rating 4 out of 5]

If I could come back with someone else's brain capacity, it might be Eisner's. He is thorough and tackles supporting his ideas from seemingly every angle. This book isn't light reading; it's a foundational text covering the fundamentals of public education as well as the effects on curriculum, policy, climate, teachers, and students. Though published in the 90s, sadly, many of the issues he examines, such as standardization of curriculum, are even worse now.
Highlights for me were how he described teaching as an artistry (and actually explained it). Good teaching is an art, which means it is also subjective (and threatening to policy makers who want everything the same). I also liked his examples of art being implemented in classrooms.
Some parts of the book were hilarious, like how he attempted to let research say that students were becoming more incompetent (they are..) without outright saying it. I wonder how he felt in the 21st century before he died about them. But, overall, this was not my favorite text by Eisner at all; it felt stiff compared to some of his works that focus more on the arts in schools.
I could see how this book would spark discussion in teacher ed. programs though.

[Sara Freeman · Rating 3 out of 5]

This is a really dry read, but had some great insight into how schools can function better. I disagreed with a lot of his input on technology use in education, but I think a lot of educators still see technology as a distraction, not a valuable tool all students are already using.

[Ron Christiansen · Rating 4 out of 5]

I still, some 20 yrs later, refer to Eisner's notion of the null-curriculum--what a revolutionary idea for me at the time, to realize schools taught something other than what they said.

[Ivan · Rating 4 out of 5]

Tough read, but worth the time. I agree with those who raise caution to the casual reader... this isn't a "for fun" read...

[Meredith DeVoe · Rating 4 out of 5]

A book that challenges many assumptions about education and curricular design.

[J. Boo]

Recommended as possibly having information about the history of K-12 curricula.