ABSTRACT
Overview is chapter explains that learning in life comes essentially from our senses and our direct experiences. In contrast, school learning almost exclusively involves analysis or explanation of pre-existing ideas and little direct experience of them. However, analysis without rst being grounded in the way people actually learn results in a lack of deep and long-term learning. Contrary to what we may have been led to believe from our own schooling, an “analysis only” curriculum not only is a weak type of learning, it disaects students from the Language Arts (or any) curriculum, and simply is an ineective preparation for tests. is chapter unites several sense-based and multilayered ways of teaching explored in previous chapters: authentic writing and reading processes, intertextuality, and transactional reading theory. To these it adds a more direct exploration of aesthetic education and introduces the use of unarticulated responses, exploratory talk (Barnes, 1993), and kinesthetic movement in drama. ese are all dierent but related terms, which are an orientation to creating classrooms that work in ways preadolescents and adolescents actually learn.
