‘Openness to anomalies’ – an important cognitive tool

According to Kieran Egan, “The cognitive tool that can carry the mind to increasingly sophisticated theoretic thinking is openness to anomalies. It works something like this: Early in their engagement with theoretic thinking, students are attracted to powerful general ideas that suddenly sweep together a whole range of phenomena and give a new perspective on them – as in the examples of ‘power’ and ‘society’ above. Similarly students become engaged by general theories. Once the philosophic process is under way, and if students are intellectually inquisitive – which they will be if they have developed adequate degrees of somatic, mythic, and romantic understanding – they will come to recognize that the the generalized concepts and theories are not adequate to the particulars they have swept together.” (p.75)

Ref: (emphases in blue bold) Kieran Egan (2008) The Future of Education: Reimagining Our Schools from the Ground Up. Yale University Press: New Haven and London


About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
This entry was posted in Metaphors and Narratives around children and learners, Teaching excellence, Understanding Education and tagged , , . Bookmark the permalink.

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