Pedagogies of the Imagination
Pedagogies of the Imagination

Author: Timothy Leonard

Publisher: Springer Science & Business Media

Published: 2008-06-11

Total Pages: 273

ISBN-13: 1402083505

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I have long admired the mythopoetic tradition in curriculum studies. That admiration followed from my experience as a high-school teacher of English in a wealthy suburb of New York City at the end of the 1960s. A “dream” job—I taught four classes of 15–20 students during a nine-period day—in a “dream” suburb (where I could afford to reside only by taking a room in a retired teacher’s house), many of these often Ivy-League-bound students had everything but meaningful lives. This middle-class, Midwestern young teacher was flabbergasted. In one sense, my academic life has been devoted to understanding that searing experience. Matters of meaning seemed paramount in the curriculum field to which Paul Klohr introduced me at Ohio State. Klohr assigned me the work of curriculum theorists such as James B. Macdonald. Like Timothy Leonard (who also studied with Klohr at Ohio State) and Peter Willis, Macdonald (1995) understood that school reform was part of a broader cultural and political crisis in which meaning is but one casualty. In the mythopoetic tradition in curriculum studies, scholars labor to understand this crisis and the conditions for the reconstruction of me- ing in our time, in our schools.

Pedagogies of the Imagination
Pedagogies of the Imagination

Author: Timothy Leonard

Publisher: Springer

Published: 2009-08-29

Total Pages: 270

ISBN-13: 9789048119554

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I have long admired the mythopoetic tradition in curriculum studies. That admiration followed from my experience as a high-school teacher of English in a wealthy suburb of New York City at the end of the 1960s. A “dream” job—I taught four classes of 15–20 students during a nine-period day—in a “dream” suburb (where I could afford to reside only by taking a room in a retired teacher’s house), many of these often Ivy-League-bound students had everything but meaningful lives. This middle-class, Midwestern young teacher was flabbergasted. In one sense, my academic life has been devoted to understanding that searing experience. Matters of meaning seemed paramount in the curriculum field to which Paul Klohr introduced me at Ohio State. Klohr assigned me the work of curriculum theorists such as James B. Macdonald. Like Timothy Leonard (who also studied with Klohr at Ohio State) and Peter Willis, Macdonald (1995) understood that school reform was part of a broader cultural and political crisis in which meaning is but one casualty. In the mythopoetic tradition in curriculum studies, scholars labor to understand this crisis and the conditions for the reconstruction of me- ing in our time, in our schools.

Pedagogies of the Imagination
Pedagogies of the Imagination

Author: John B. Porco

Publisher:

Published: 2023

Total Pages: 0

ISBN-13:

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The increasingly complex ways that we make meaning have led to increasingly messy analyses of developing literacies in schools. Education researchers looking at literacy have traditionally centered their understanding of the practice of literacy and methods of research on cognitive or socio-cultural foundations. Often these frames are juxtaposed. Here, I center a playful notion of the imagination in understanding both how we think, learn, and develop literacies, as well as how we craft our research methodologies.Building on ideas found in the history of the philosophy of imagination, I conceive of our imagination as transactional between the known and unknown, or subjective and objective worlds. While we may only be able to know the imagination in part, it is important that we seek to better understand how the imagination serves as a motivating force to bring together assemblages of cognitive, perceptive, emotive, and socio-cultural metadata to form ideas, beliefs, judgements, feelings, and narratives. Grounded in this notion of the imagination, this research suggests a methodology for observing the imagination in classrooms, and ultimately a way of centering the imagination in the process of developing lesson plans and pedagogical practices. The resultant "pedagogies of the imagination" open up new ways of asking crucial questions in education and beyond: what is the role of emotions in learning; or how may we rethink poverty in terms of the imagination, i.e. a limiting of potentials as opposed to a lack of economic resources, and what are the implications for that in the classroom?

The Imagination in Education
The Imagination in Education

Author: Sean Blenkinsop

Publisher: Cambridge Scholars Publishing

Published: 2009-01-14

Total Pages: 230

ISBN-13: 1443803707

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This collection of essays from scholars in eleven countries, centres upon the theory and practice of the use of imagination in education. By bringing together studies covering a wide range of subject matter we trust that the reader will have the opportunity to appreciate both the diversity within the field and the significance of the topics discussed. We hope too that readers will find connections to their own areas of study. The 13 essays present distinct yet converging points of view, whether it be a discussion of the imagination as a virtue, the use of imagination as a means to improve aboriginal education in Northern Canada, or the description of a museum in Brazil in which the imagination of the child is central to the project. Separately, each of the papers identifies and explores a distinct aspect of Imaginative Education; together, they begin to define the breadth and richness of the field. These essays have been selected from papers presented over a period of several years to research symposiums in imagination and education held every summer in Vancouver, Canada under the auspices of the Imaginative Education Research Group in the Faculty of Education at Simon Fraser University.

Releasing the Imagination
Releasing the Imagination

Author: Maxine Greene

Publisher: John Wiley & Sons

Published: 2000-02-02

Total Pages: 247

ISBN-13: 0787952915

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"This remarkable set of essays defines the role of imagination in general education, arts education, aesthetics, literature, and the social and multicultural context.... The author argues for schools to be restructured as places where students reach out for meanings and where the previously silenced or unheard may have a voice. She invites readers to develop processes to enhance and cultivate their own visions through the application of imagination and the arts. Releasing the Imagination should be required reading for all educators, particularly those in teacher education, and for general and academic readers." —Choice "Maxine Greene, with her customary eloquence, makes an impassioned argument for using the arts as a tool for opening minds and for breaking down the barriers to imagining the realities of worlds other than our own familiar cultures.... There is a strong rhythm to the thoughts, the arguments, and the entire sequence of essays presented here." —American Journal of Education "Releasing the Imagination gives us a vivid portrait of the possibilities of human experience and education's role in its realization. It is a welcome corrective to current pressures for educational conformity." —Elliot W. Eisner, professor of education and art, Stanford University "Releasing the Imagination challenges all the cant and cliché littering the field of education today. It breaks through the routine, the frozen, the numbing, the unexamined; it shocks the reader into new awareness." —William Ayers, associate professor, College of Education, University of Illinois, Chicago

Imagination in Educational Theory and Practice
Imagination in Educational Theory and Practice

Author: Robert Fitzgerald

Publisher: Cambridge Scholars Publishing

Published: 2010-04-16

Total Pages: 345

ISBN-13: 1443822019

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Inspired by papers developed for the 6th International Conference on Imagination and Education: Imaginative Practice, Imaginative Inquiry (Canberra, Australia, 2008), this book connects a cross-section of educators, researchers and administrators in a dialogue and exploration of imaginative and creative ways of teaching, learning and conducting educational inquiry. Imagination is a concept that spans traditional disciplinary and professional boundaries. The authors in this book acknowledge diverse theoretical and practical allegiances, but they concur that imagination will play an essential role in the building of new foundations for education in the 21st century. From our conception of human development through our ways of educating teachers to the teaching of mathematics, they argue for the centrality of imagination in the realization of human potential, and for its relevance to the most urgent problems confronting our world. Introduced by a wide-ranging literature review and extensively referenced, this volume makes an important contribution to a rapidly expanding field.

Imagination for Inclusion
Imagination for Inclusion

Author: Derek Bland

Publisher: Routledge

Published: 2016-02-12

Total Pages: 230

ISBN-13: 1317425561

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Imagination for Inclusion offers a reconsideration of the ways in which imagination engages and empowers learners across the education spectrum, from primary to adult levels and in all subject areas. Imagination as a natural, expedient, and exciting learning tool should be central to any approach to developing and implementing curriculum, but is increasingly undervalued as learners progress through the education system; this disregards not only imagination’s potential, but its paramount place in informing truly inclusive approaches to teaching and learning. This book presents a new theory of imagination and includes discussion about its application to teaching and learning to increase the engagement of disaffected students and reinvigorate their relationships with curriculum content. Chapters include key ideas and discussion surrounding the benefits of introducing imaginative practices into the classroom for learners from a range of marginalised backgrounds, such as young people with disabilities and adult learners from socio-economically disadvantaged environments. In exploring imagination in the practice of inclusive education, the book includes chapters from researchers and practitioners in education who have fresh ideas about how learners and teachers have benefited from introducing imaginative pedagogies. The diverse collection, featuring writers with backgrounds from early childhood to adult education, will be essential reading for academics and researchers in the fields of education, inclusive education, social policy, professional development, teacher education and creativity. It will be of particular interest to current and pre-service teachers who want to develop inclusive practice and increase the engagement of all students with formal education.

Maxine Greene and the Pedagogy of Social Imagination
Maxine Greene and the Pedagogy of Social Imagination

Author: Hannah Spector

Publisher: Routledge

Published: 2019-12-18

Total Pages: 196

ISBN-13: 1351014811

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Devoted to and inspired by the late Maxine Greene, a champion of education and advocator of the arts, this book recognizes the importance of Greene’s scholarship by revisiting her oeuvre in the context of the intellectual historicity that shaped its formation. As a scholar, Greene dialogued with philosophers, social theorists, writers, musicians, and artists. These conversations reveal the ways in which the arts, just like philosophy and science, allow for the facilitation of "wide-awakeness," a term that is central to Greene’s pedagogy. Amidst contemporary trends of neoliberal, one-size-fits-all curriculum reforms in which the arts are typically squeezed out or pushed aside, Greene’s work reminds us that the social imagination is stunted without the arts. Artistic ways of knowing allow for people to see beyond their own worlds and beyond "what is" into other worlds of "what was" and "what might" be some day. This volume demonstrates Maxine Greene’s profound ability to illuminate the importance of the artistic world and the imaginary for development of the self in the world and for encouraging a "wide-awakeness" reflective of an emerging political awareness and a longing for a democratic world that "is not yet." This book was originally published as a Special Issue of The Review of Education, Pedagogy and Cultural Studies.

Deschooling the Imagination
Deschooling the Imagination

Author: Eric J Weiner

Publisher: Routledge

Published: 2015-11-17

Total Pages: 179

ISBN-13: 1317261275

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"Deschooling the Imagination: Critical Thought as Social Practice" is, first, a book that looks at what it means to be actively engaged in developing a critical/creative mindset against the prevailing ideology of our public schools. Second, it is a book about the social/cultural relationship between what and how we learn on one hand and our imaginative capacities on the other. Finally, but equally important, it is a book about how teachers can teach in the service of a revived critical/creative imaginary. In short, you may be interested in reading this book if you are curious about examining the following questions in more depth: How can educators and those involved and/or invested in public education in the United States learn to think about curriculum, assessment, pedagogy, school structures, knowledge, power, identity, language/literacy, economics, creativity, human ecology, and our collective future in a way that escapes the over-determined discourses that inform current attitudes and practices of schooling? What are some of the tactics and strategies that teachers, students, parents, administrators, and policymakers can learn and enact in the service of a future that we can barely imagine?

Imaginative Science Education
Imaginative Science Education

Author: Yannis Hadzigeorgiou

Publisher: Springer

Published: 2016-05-26

Total Pages: 298

ISBN-13: 3319295268

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This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ science), reviews the existing empirical evidence regarding its role in the learning process, and points out its implications for pedagogy and instructional practices. Examples from physical science illustrating its implementation in the classroom are also discussed. In distinguishing between ‘participation in a science activity’ and ‘engagement with science ideas per se’, the book emphasizes the central role of imaginative engagement with science content knowledge, and thus the potential of the recommended imaginative approaches to attract students to the world of science.