A critical appraisal of Elliott W. Eisner's concepts of educational connoisseurship and criticism and the improvement of educational practice

Thesis (M.Ed.) -- University of Melbourne,1985I hope that what I say will ultimately broaden our view of both curriculum and evaluation, two fields that in my opinion are in need of some new models of practice. (Elliot Eisner, Cognition and Curriculum, (Longman, 1982) xiii. Eisner's task is that of the reconceptualist. In recent work, he has argued that impoverishment of curriculum and evaluation can only be understood if more imaginative, creative and artistic conceptions of the educational roles and processes are fostered. His writings are deliberately provocative. They often impressionistically and imaginatively suggest new ways of seeing and understanding education. Consequently some of Eisner's ideas may lack the resolution of the positivist theory, the precision of the scientific culture, or the language of the handbook which may transfer or transform theory into practice and lessons. These are anathema to Eisner. Instead, his ideas and visions are often deliberately expressed in abstraction, imaginative and engaging rhetoric, appeals to our educational imaginations, and our collective educationalists' conscience. Are they of "use"? The purpose of this study is to examine Eisner's stances on a number of issues which are central to his reconceptualist and reeducative task