The Role of Metaphor and Symbol in Motivating Primary School Children
Seiten
2024
Routledge (Verlag)
978-1-032-11941-0 (ISBN)
Routledge (Verlag)
978-1-032-11941-0 (ISBN)
This book provides a fresh approach to motivation in primary school children by exploring the role of metaphor and symbol in language and art as a means of expressing insights developed through learning.
The book investigates and transcends Piaget’s dominant child developmental theories and considers alternative theories from psychiatry, not least ideas drawn from the theories of Jung and the works of McGilchrist. Using literary examples from primary school children’s work, including prose and poetry, religious narratives, and drama and art based on Jungian archetypal images, the book analyses how creative approaches to lesson planning around metaphor and symbol enable children to achieve higher levels of understanding than had been previously thought possible. Ultimately, the volume evaluates why current practice largely fails to retain the initial enthusiasm shown for learning by young children, and instead offers a wealth of possible new foundations and insights for learning among primary school children.
Focusing the primary school curriculum on creative ability, this book will be of great interest to academics, researchers, and post-graduate students in the fields of educational psychology, primary school education and educational theory.
The book investigates and transcends Piaget’s dominant child developmental theories and considers alternative theories from psychiatry, not least ideas drawn from the theories of Jung and the works of McGilchrist. Using literary examples from primary school children’s work, including prose and poetry, religious narratives, and drama and art based on Jungian archetypal images, the book analyses how creative approaches to lesson planning around metaphor and symbol enable children to achieve higher levels of understanding than had been previously thought possible. Ultimately, the volume evaluates why current practice largely fails to retain the initial enthusiasm shown for learning by young children, and instead offers a wealth of possible new foundations and insights for learning among primary school children.
Focusing the primary school curriculum on creative ability, this book will be of great interest to academics, researchers, and post-graduate students in the fields of educational psychology, primary school education and educational theory.
Elizabeth Ashton became Lecturer in Religious and Moral Education at School of Education, Durham University, UK, following a teaching career in primary school classrooms of over nineteen years. She is now retired.
Part 1: THEORETICAL BACKGROUND 1. Theories of Child Development 2. Education: Perceptions of Purpose and their Results 3. Who Are the Children in Primary Schools? 4. The Role of Metaphor in Deepening Reflection 5. Learning Foundations: Symbols, Brain Hemispheres and Archetypal Images Part 2: CLASSROOM WORK 6. People via Symbols and Metaphors 7. Treasure Seeking and Shepherds 8. Images: Rocks and Stones 9. More Metaphors and Biblical Symbols: Drama and Drawings 10. Education – From Past and Present to the Future?
| Erscheinungsdatum | 10.07.2024 |
|---|---|
| Reihe/Serie | Routledge Research in Education |
| Zusatzinfo | 6 Halftones, black and white; 6 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 326 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 1-032-11941-1 / 1032119411 |
| ISBN-13 | 978-1-032-11941-0 / 9781032119410 |
| Zustand | Neuware |
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