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There exist five kinds of understanding (or cognitive tools) that individuals usually
master in a particular order during the course of their development; these have
important educational implications.
1. Somatic – from birth till about age 2. The main goal is the mastery of
mimetic (copying) activities. The main characteristics involve mastery of
physical activities and a non-verbal appreciation of the world.
2. Mythic – from about ages 3-7. The main goal is the mastery of oral
language. The main characteristics involve binary opposites in thinking,
metaphors, and stereotypes, including socialization into the culture’s myths and
taboos, and gaining a shared sense of right and wrong.
3. Romantic – from about ages 8-14. The main goal is the mastery of
literacy. The main characteristics involve acquisition of conventional skills
involving getting along, writing and literacy, and to gain an appreciation for
finer gradations in perception and thinking (not just the binary opposites of
Mythic understanding). There is also a concern with the limits and extremes of
human potential.
5. Ironic – from about age 21+. The main goal is the mastery of refined
reflexiveness. The main characteristics involve skepticism about the various
theories (typical of Romantic understanding), or skepticism about the features
and interpretation of facts or stories about human potential (characteristic of
Romantic understanding), and so on. Such skepticism can range in how extreme
it becomes (from scathing caustic satire on one extreme, to gently skeptical
questioning and kind or even silly humour on the other).
Egan’s theory has important implications for learning and education. First, one
might argue against the current trend to push literacy education into ages
traditionally associated with Mythical understanding, because this may negatively
affect the ability of those children and the adults that they subsequently become to
exercise their imaginations. Second, one might argue in favour of current trends to
emphasize skills-oriented education at the elementary level (including heavy
emphasis on reading and math skills); when Egan published the theory, this was a
popular idea only among educational conservatives. Third, one might argue for
greater emphasis in secondary education for more rigorous instruction in logic,
rational thinking, and theory testing. This is consistent with the current emphases
on STEM education. Fourth, one might argue for greater emphasis on skeptical
thinking of all sorts in post-secondary education. This might run counter to some
of the emphasis in college programs that may focus too exclusively on vocational
preparation.