Group+2

Emily Lund, Kish Russell, Valerie Villalobos ** "Art is literacy of the heart.” - Elliot Eisner **

** Elliot Eisner ** was born in 1933 and is currently emeritus professor of Art and Education at the Stanford University School of Education. He is actively involved in several fields including arts education, curriculum reform, and qualitative research. Originally he trained in the visual arts and received his Ph.D. in education from the University of Chicago in 1962. Eisner's work has supported Discipline-Based Art Education, and he developed the importance of forms of representation in education. Eisner's research interests focus on the ways in which the arts expand awareness and advance human understanding. He is also interested in the general problems of school improvement, and especially how schools can become educational institutions for both children and the adults who work with them. He has argued that artistic training assists students to develop problem solving skills. He has stressed that environment shapes artistic attitudes. It is essential that educators allow sufficient space in the day for students to explore the world in their own way using the capacities that suite them best. If this need is not met, they miss out on a whole form of experiencing that will be necessary for them to attain a high quality of life when they graduate. Students need to be able to make value judgments and to discern what is important for them with regard to quality of life.

** Education: ** AB, Roosevelt University, Chicago; MS, Illinois Institute of Technology, Chicago; MA, University of Chicago; Ph.D. in Education, University of Chicago (1962)

** Professional Experience: ** Instructor in Art Education, Ohio State University (1960-1961); Instructor in Education, University of Chicago (1961-1962); Assistant Professor of Education, University of Chicago (1962-1965); Stanford University (1965 +).

** Publishings ** Professor Eisner's published work includes over 300 articles and chapters as wells as fifteen books: //Cognition and Curriculum Reconsidered// (1994), The //Educational Imagination: On the Design and Evaluation of School Programs// (1994, 3rd ed.), and //The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice// (1990), //The Art of Educational Evaluation: A Personal View// (1985), <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin-bottom: 5pt;">and //Educating Artistic Vision// (1972).

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin-bottom: 5pt;">** Awards: ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin-bottom: 5pt;">Dr. Eisner has received numerous awards for his work, including the Palmer O. Johnson Memorial Award from the American Educational Research Association. In September of 1998, Dr. Eisner was the recipient of the NAEA's Harold McGraw, Jr. Prize in Education. He received a John Simon Guggenheim Fellowship, as well as a Fulbright Fellowship, and was a fellow at the Center for Advanced Study in the Behavioral Sciences. He is a member of the Royal Norwegian Society of Sciences and Letters and the Royal Society of Art in the United Kingdom. He is also the recipient of numerous honorary doctorates from institutions of higher learning across the United States and Europe. Professor Eisner has served as President of the National Art Education Association, the International Society for Education Through Art, the American Educational Research Association, and the John Dewey Society. In April of 1999, Dr. Eisner joined four other distinguished keynote speakers in the 1999 Charles Fowler Colloquium on Innovation in Arts Education.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; margin: 0px; padding: 0px;">** Interesting Fact: ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; margin: 0px; padding: 0px;">Eisner developed the 7 Modes of Thinking: Aesthetic, Scientific, Interpersonal, Intuitive, Narrative and Paradigmatic, Formal, and Spiritual.

__**<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; margin: 0px; padding: 0px;">Erik Erikson **__



__**Harold Ordway Rugg**__

Harold Ordway Rugg was born on January 17, 1886 in Fitchburg, Massachusetts. Harold Ordway Rugg went to school at Dartmouth College, where he received his bachelor of science in civil engineering in 1908 and his graduate degree in civil engineering in 1909. Rugg worked as a civil engineer before becoming a professor at Milliken University in Decatur, Illinois, where he became interested in how students learn. Rugg began teaching at the University of Illinois in 1911 and in 1915, Rugg submitted his dissertation, "The Experimental Determination of Mental Discipline in School Studies." in order to attain his Ph.D. in Education. During World War I, Rugg served as a member of the Army’s Commission on Classification of Personnel under Charles H Judd. The commission is credited with testing adults for aptitudes and intelligence. R ugg used his wartime experience in educational statistics to study children’s education. He taught at the University of Chicago from 1915 until January of 1920, where he pioneered the application of quantitative methods to educational problems. In 1917, he published // Statistical Methods Applied to Education // and in 1926 published //The Child-Centered School,// which was an early influence on the progressive education movement. Harold Ordway Rugg took a job at the Teachers College of Columbia University, where he stayed until he retired in 1951. While he was teaching at Columbia, Rugg became a spokesperson for the reconstructionist point of view, which viewed formal education as an agent of social change. His views were widely distributed as Rugg was credited with consolidating social sciences and creating a curriculum for the subject. He created the first series of an educational book, //Man and His Changing Society,// which was a junior high school social studies textbook that ran 14 volumes from 1929 until the early 1940’s. //Man and His Changing Society// fell under scrutiny of the Advertising Federation of America and the American Legion for “pro-socialist ideas” because he illustrated the American society as having strengths and weaknesses. The Advertising Federation of America, or AFA, and the American Legion felt that these topics undermined the United State’s integrity. Many school districts pulled the textbook series subsequently starting censorship of his textbook. Rugg published // Culture and Education in America // in 1931//, The Great Technology// in 1933//,// and //American Life and the School Curriculum// in 1936. Each of these books discussed problems in American society and how school could solve them. In addition to the reconstructivists social engineering plan, Rugg’s view of felt that individual integrity was vital to a good society and could be fostered by creative self-expression. Therefore, he championed the expansion of creative activities within school curriculum and would continue to research creativity after his retirement from Columbia in 1951. Harold Ordway Rugg passed away at his home on May 17th 1960 in Woodstock, New York. // Imagination // was published posthumously in 1963 and was the crescendo of his research into the creative process. ** Education: **

**<span style="color: black; font-family: Arial,sans-serif; font-weight: normal;">1908 - BS from Dartmouth ** **<span style="color: black; font-family: Arial,sans-serif; font-weight: normal;">1909 - MS from Dartmouth ** **<span style="color: black; font-family: Arial,sans-serif; font-weight: normal;">1915 - Ph. D. in Education from **University of Illinois ** Professional Experience: ** **<span style="color: black; font-family: Arial,sans-serif; font-weight: normal;">1909-1910? - Missouri Pacific Railroad – Civil Engineer ** ?1910-1911 - James Millikin University – Professor **<span style="color: black; font-family: Arial,sans-serif; font-weight: normal;">?1914-1915 - U.S. Army – Researcher ** **<span style="color: black; font-family: Arial,sans-serif; font-weight: normal;">1915-1920 - University of Chicago – Professor ** **<span style="color: black; font-family: Arial,sans-serif; font-weight: normal;">1920-1951 - Columbia University - Professor ** ** Publishings: ** 1915 - "//The Experimental Determination of Mental Discipline in School Studies."// 1917 – “// Statistical Methods Applied to Education” // <span style="color: black; font-family: Arial,sans-serif;">1926 – “ //The Child-Centered School”// **<span style="color: black; font-family: Arial,sans-serif; font-weight: normal;">1929 – “ **//Man and His Changing Society”// // 1931 – “Culture and Education in America” // // 1933 – “The Great Technology” // <span style="color: black; font-family: Arial,sans-serif;">1936 – “//American Life and the School Curriculum”// // 1963 – “Imagination” // ** Interesting Facts: **

Rugg was credited with consolidating social sciences and creating a curriculum for the subject. He created the first series of an educational book, //Man and His Changing Society.// <span style="color: black; font-family: Arial,sans-serif; font-size: 11pt; line-height: 115%;">In addition to the reconstructivists social engineering plan, Rugg’s view of felt that individual integrity was vital to a good society and could be fostered by creative self-expression.



<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;"> Curriculum Theorist
 * <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;"> Howard Gardner **



<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">He is most notable for his Multiple Intelligence Theory. His work as a curriculum theorist has influenced curriculum to provide more individualized instruction based on the multiple ways that people learn. Differentiated instruction is evident in many curriculum and instruction programs. Intelligence inventories have helped teachers understand the diverse needs of their students. The information gathered from the inventories inform the instruction and help teachers understand how to present lessons that reach the students where they are. His theory promotes the idea of interdisciplinary learning. By incorporating multiple subjects, students are able to make connections and increase their retention of the information.

<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">http://youtu.be/l2QtSbP4FRg



<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Harvard College, 1961-1965; A.B. in Social Relations London School of Economics, 1965-1966; Reading in Philosophy and Sociology Harvard University, 1966-1971; Ph.D. in Social Psychology (Developmental Psychology) Harvard Medical School and Boston University Aphasia Research Center, 1971-1972; <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;"> Postdoctoral Fellow
 * <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Education: **

<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;"> Phi Beta Kappa, Junior Year (1964) A.B. summa cum laude (1965) Frank Knox Fellowship, London School of Economics (1965-1966) MacArthur Prize Fellowship (1981-1986) William James Award, American Psychological Association (1987) Who's Who in America (1989-present) University of Louisville Grawemeyer Award in Education (1990) Villa Serbelloni, Bellagio, Rockefeller Foundation Study Center, Resident (Aug-Sept, 1993) Center for Advanced Study in the Behavioral Sciences, Fellow, Stanford, CA (1994-1995) Presidential Citation, American Psychological Association (1998) Fellow, John S. Guggenheim Memorial Foundation (2000-2001) Mahatma Gandhi Fellow, American Academy of Political and Social Science (2004) George W. Gay Lecture in Medical Ethics (oldest endowed lectureship at Harvard and oldest <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;"> medical ethics lectureship in the United States) (2004) Honorary Professor, East China Normal University, Shanghai, China (2004) Selected by Foreign Policy and Prospect magazines as one of 100 most influential public <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;"> intellectuals in the world (2005).
 * <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Academic Honors and Fellowships **

<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Responsibility at Work <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Five Minds for the Future <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Howard Gardner Under Fire <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Multiple Intelligences-New Horizons <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Development and Education of the Mind <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Changing Minds <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Making Good
 * <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Most Recent Publications: **

<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Edutopia.org, (1997). Howard Gardner of Theory of Multiple Intelligences. Retrieved from: http://www.edutopia.org/video?keys=howard+gardner&tid_2=All&tid_1=All
 * <span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">References **

<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Howard Gardner profile. Retrieved from Harvard University's website: http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=316&flt=g⊂=all

<span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0in; margin-right: 0in; margin-top: 0.1pt;">Project Zero website: http://www.howardgardner.com/bio/bio.html