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Autonomy, Interdependence, and Reform in Japanese Junior High Education
Story Acting in Head Start Classrooms
How Schools Create Inequality in the Tech Era
What We Can Learn from Japan's Experiences with Testing, Accountability, and Education Reform

Education? Introduction .............. . Imagination and Conventional Thinking Imagination in Learning . Imagination and Memory Social Virtues . . . . . . . Imagination and Freedom Imagination and Objective Knowledge Vizualization, Originality, and Creativity The Narrative Mind Conclusion . . . . . . . . . . . . . . . . III Characteristics of Students' Imaginative Lives, Ages 8-15 ......... . Introduction ...... . The Affective Connection Extremes and Limits . . . Romance, Wonder, and Awe Associating With the Heroic. 45 45 46 49 52 54 57 59 61


emerge suddenly as the war was ending but had developed over many years. We should not con- fuse the surface for the system, the real depth and richness of which exceeded the limited perspectives and intentions of the individuals who, for a moment, had it in their care. This depth and richness have been recognized elsewhere. In acknowledgment of the remarkable successes of American col- leges and universities in contributing not just to research but to social creativity in general, systems of higher education all over the world are now being brought into rough

. Maybe you think we’ve stacked the deck by only telling you about people who enjoy the post-academic life. Maybe you’re wondering if we’ve overlooked all the miserable former academics. We admit that we looked for people with interesting stories to share, but we didn’t censor anyone. So why did most of the people we interviewed seem to share the same positive view of their new careers? We think it’s because their post-academic lives have been shaped by the same intel- ligence, the same creativity, and the same desire to learn that brought them to graduate

Coleridge, Samuel Taylor, 22·24, 27,29,36,58 Coles, Robert, 55, 65, 170n Collecting, 85 Commenius, 51 Concepts, 40, 115.118 Conventional thinking, 46·49, 51 Copernicus, 24 Creativity, 61,62 Croce, Benedetto, 15, 170n Cullingford, CedriC, 64, 170n Curriculum, 156.162 175 DAYDREAMING, 48,58,159 Democracy, 135, 136, 140, 141 Descartes, Rene, 18, 19,22,39, 170n Detail, study of, 84·86, 106, 107, 111,141 Dewey, John, 5,46,47,65,91, 105, 160, 161, 170n Diaries, 80 Disciplines, 59,60,157·162 Donoghue, Denis, 13, 170n EFFECTIVE TEACHING, 1, Chs. 4, 5, and

?” “Rea- son it through.” “What’s your first decision with this kind of problem?” In each of these schools, the formal curricula would have shown as the same subjects: arithmetic and social studies, language arts and science. But the underlying intentions were worlds apart. And those 34 CHAPTER THREE unspoken messages—about the characteristics of a smart person, about individual versus collective success, about the benefits of ini- tiative and creativity and judgment—weigh more than the contents of the courses. Colleges begin from that hierarchy and refine the