Table of Contents:
Feature Article:
Why is Imagination Important to Education by Kieran Egan
Children's Thinking:
1. Affective Learning
--by Michael G. Levykh, Department of Educational Psychology, SFU, Canada
ABSTRACT: Our feelings and emotions are the most important forces behind almost everything we do, say, and think. In any domain, and education in particular, there is no aspect of the learning process that is not influenced by emotions. From the very first step of noticing and perceiving the information around us, followed by encoding, retrieving, and decision making in using such information to our benefit-- affect (our emotion, feelings, moods) is the most crucial and decisive force in our learning process. The main goal of this paper is to show that, despite its unpopularity among some educators and educational psychologists, the notion of usage of emotions to better facilitate learning and thus teaching processes, is psychologically and hence educationally significant.
2. Examining 'Possibility thinking' in Action in Early Years Settings
--by Teresa Cremin, Canterbury Christ Church University, UK ; Anna Craft, The Open University, UK; Pamela Burnard, The University of Cambridge, UK
ABSTRACT: Whilst the existence of 'possibility thinking' has been acknowledged in some UK research literature, as yet its role, as manifest in the pedagogical strategies of teachers and learning engagement of young children, has not yet been fully illuminated. This 12 month long study sought to identity and analyze what characteristics of 'possibility' thinking' in young children's creative learning and in their pedagogical practitioners in the early years. It also aimed to develop innovative methodological ways of identifying and recording the existence of 'possibility thinking'. The research team, comprised teachers in an early childhood centre, an infant and a primary school, working collaboratively as co-participant researchers with university-based researchers. This paper shares the conceptual frameworks created, the key insights developed thus far and reflects upon the complexity involved.
3. How Does it Work vs. What Does it Mean: An Alternative Conception of Some Children's Imaginative Thinking
-- By Anne Bonnycastle, Simon Fraser University, Canada
ABSTRACT: Traits, characteristics, interests and educational experiences of ten children who 'love to build,' are fascinated by 'how things work' and are precocious in their understanding of physical phenomena and other 'systems' are described in this qualitative, multi-case study. Among the findings are descriptions of disinterest in pretend play and narrative, alongside descriptions of an intense passion for figuring out how 'things' (and their systems) work. I discuss the implications of these findings for imaginative education. Whilst the imaginative education literature embraces narrative and metaphor as tools for understanding the human condition, this paper explores the possibility that for some children imagination consists primarily of building 'if...then' structures as tools for understanding the physical world. children like the ones described in this study may be best served by using logical, rule-bound systems to scaffold their understanding of narrative and myth. This direction of mediation is in contrast to that presented by much of the imaginative education literature. Our conception of imagination may need to expand if we are to accommodate children with alternative cognitive orientations within the imaginative education movement.
4. Distributed Imagination: An Agenda for Theory, Educational Application and Research
-- By Gadi Alexander, Ben Gurion University, Israel
ABSTRACT: Imagination is described in classical philosophical and psychological writings as being essentially an intra-psychic faculty, taking place within the mind of an individual thinker. Nevertheless, several scholars have posited that imaginative contents and ideas can exist beyond the realm of the individual and that there may exist a 'group mind' or 'collective mind' that influences how and what people are able to imagine. Even if this conception of collective imagination is going too far, it is still possible to study the interactions of individual thinking and group imagination. Since is may be difficult for educators to guess what is going on within the mind of a learner, the social discourse can indicate the direction of individual thoughts and interests. Egan's 'framework' give us one example of how a general view of typical interests in an age group can guide both curricular sections and instrumental decisions. The paper will suggest additional ways to merge the social and individual imagination in a manner that will still free the individual imagination while also affording new collaborative ways of empowering it as well.
Children's Imaginative Development :
5. Development of Motivation in Play and Narratives
-- By Pentti Hakkarainen, Department of Teacher Education, Kajaani University Consortium, University of Oulu, Finland
ABSTRACT: Our hypothesis is that play and other narrative environments effectively support the development of motivation. We use the Vygotskian concept of 'genetic experiment' as our methodological frame. Our methodological tools are comprised of a set of narrative methods. They are used in different multiage playgroups. Our genetic experiments construct different types of imaginary situations. We have proceeded from oral storytelling to dramatizations of critical episodes and joint play-worlds based on children’s initiatives. Empirical episodes at the end describe attempts to develop group cohesion and self-control. Educators designed a provocative role character messing up and breaking the rules of children’s play-world. This led to a redefinition of the rules and children’s responsibility for following the rules and punishment for breaking them
6. Story Dramatization and Creative Play
-- By Milda Bredikyte, Department of Teacher Education, Kajaani University Consortium, University of Oulu, Finnland
ABSTRACT: The narrative teaching and learning approach (Hakkarainen, 2002, 2004) is used for creating a new type of play-based program incorporating a set of creative activities involving fantasy, imagination and pretence. Story dramatization with puppets is the central component of the program. Traditional storytelling is often not enough to support the development of children's joint creative play in the classroom. The 'Dialogical Drama with Puppets' method (Bredikyte, 2000) is used to enhance children’s play. A case study illustrating different responses to the puppet presentation of the story 'Little Red Riding Hood' is presented. A conclusion can be made that story presentation with puppets serves as a model for children's independent play with peers; it creates strong motivation and gives shared content to children's play.
7. A Place for Childhood Education, Language and Memory
-- By Gladir Cabral, UNESCO, Brazil; Celdon Fritzen, UNESCO, Brazil; Maria Isabel Leite, UNESCO, Brazil; Renata Grassiotto, IERG, Simon Fraser University, Canada
ABSTRACT: This paper intends to present the importance, the theoretical views and the challenges faced by a research project and a non-degree program entitled A PLACE FOR CHILDHOOD EDUCATION, LANGUAGE, AND MEMORY developed in Criciuma, Santa Catarina, Brazil. The Project is essentially a virtual research program. Its general objective is to preserve, produce and disseminate scientific and artistic-cultural works for, about and by children, in order to contribute to the widening of the artistic-cultural repertoire of children and adults, to the reformation of teachers' and researchers' training processes, to pedagogical action projects in schools and other cultural activities, and to provide materials and discussion points to public education policy makers and access to culture.
Imagination in Diverse Contexts and Fields:
8. Imagine the Future: Role Model and Students' Captured Imagination
-- By Stefan Popenici, Postdoctoral Fellow, Simon Fraser University, Canada
ABSTRACT: The topic of education and imagination is directly related to the role models and heroes who shape individuals' value maps. This work begins with a look at the results of the first Romanian nationwide survey on role-models and motivation for learning and will then analyze how these findings are connected to imagination and education. We will try to find out if Romanian students still value education as well as how imagination is connected with motivation of learn, study and develop skills for the future? Second, it will present a comparative analysis of major trends in education through the lenses of the intrinsic relation between education and imagination. Third, if the imaginations of our students are often captured by the controversial creations of the media, by street mythology and villain heroes, this study will briefly scrutinize present challenges.
9. A Kanaka Maoli Educational Approach through Visual Image Making
-- By Pi'ikea Clark, Massey University, New Zealand
ABSTRACT: The 'Kauhale Theory' is an educational philosophy for visual based research that is grounded in a Kanaka Maoli, or indigenous Hawaiian, cultural metaphor. Developed as a viable alternative to State mandated approaches that historically marginalize Kanaku Maoli knowledge, the Kauhale theory offers students in Hawai'i the chance to learn within an educational setting where Kanaka Maoli knowledge, ways of knowing and expressing knowledge is prioritized as the principal medium of inquiry and investigation. This paper describes the historical background against which the Kauhale theory was imagined and developed for the purposes of facilitating a learning setting through image making that is derived from the cultural perspectives, values and educational aspirations of Kanaka Maoli people.
10. Science and Art in Science Class
-- Patricia Monzon, Colegio Nacional de Buenos Aires, Univrsidad Tecnologica Nacional Facultad Latinoamericanana de Ciencias sociales (FLACSO), Argentina; Maria Vinuela, Facultad Latinoamericana de Ciencias sociales (FLACSO), Argentina
ABSTRACT: One of the aims of this article is to unveil a possible relationship between Science and Art. The generations of more meaning and the possibility of thinking about a different world in an affective context are necessary in a Science Class. Besides, we discuss a didactic experience in which we have analyzed two roles of artistic production in class: to make sense of knowledge and to generate self-regulated learning, both important elements of the learning process. We found out the artistic production allowed students to put into use strategies of self-regulation, to transform some aspects of their epistemic conceptions, to mobilize their knowledge and to make better sense of Physics
11. Fine Art, Imagination and Literacy
-- By Catherine Read, Simon Fraser University, Canada
ABSTRACT: Participation in various parallel forms of expression that integrate art, imagination, and language crate a solid foundation for excellence in literacy. Fine art is a language and a means of expression in itself, and many parallels exist between the developmental processes of creating art and writing. Participation in the arts can provide students with the opportunity to exercise and expand their imaginations, which ultimately provides valuable experiences that are transferable into reading and writing skills.
Imagination in Teaching:
12. Imagination and Reflection in Teacher Education: The Development of Professional Identity from Student Teaching to Beginning Practice
-- By C. Beauchamp, Bishop's University, Canada; L. Thomas, Universite de Sherbrooke, Canada
ABSTRACT: Making the link between what is learned in teacher education and what happens in initial teaching practice can be seen as key to the transition of student teachers to the real world. New teachers frequently experience frustration and difficulty in their early years of teaching, as the complex context of schools has an influence not only on their practice but also n their professional identity. However, programmes of teacher education have not always been able to prepare student teachers for the dramatic realities of early practice. We propose a conceptual framework that allows for intervention in the development of professional identity both in teacher education and in early practice. By drawing on literature about imagination and reflection, we show how a teacher education programme might tap into the imagination of students to help them become more conscious of their emerging identities as teachers. Additionally, we connect the ideas of anticipatory reflection as a powerful means to envision future practice to notions about imagination. This combining of reflection and imagination within a teacher education programme's efforts to develop a professional identity in student teachers could help ease their transition to real life practice.
13. To Stir with Love: Imagination, Attachment and Teacher Behaviour
By-- Phillip Riley, School of Educational Studies, La Trobe University, Melbourne, Australia
ABSTRACT: Organizations interested in promoting innovative, imaginative teaching strategies, such as the Imagination in Education Research Group (IERG) based on the world of Kieran Egan (2005), are hoping to improve the lives of students and teachers alike by changes to educational practice. They face questions such as: a) how can current educators be adequately supported to develop skills, competencies and the emotional maturity needed to extend students' creativity and imagination; b) can pre-service teacher education be adapted to accommodate imaginative processes and a new set of cognitive tools; and c) where does creativity and imagination come from in the first place? The author argues that answers to these questions lies fundamentally in the quality of the teacher-student relationship based on the theoretical framework of attachment developed by John Bowlby (1982). A new approach to the professional development of teachers' classroom management skills, which includes imagining a better future, is presented for teachers who have resisted previous intervention strategies.
14. Discussions on Teaching as a Form of Art
By-- Denise Stanley, University of Sydney, Australia
While increasing numbers of teachers begin to explore approaches that are more artistic than scientific in character, shifts within postmodernism bring about new conceptualizations of how education works and what purposes teaching should serve. This article argues for a view of education that differs in fundamental ways from the positivist perspective that now prevails. As change occurs within the scholarly community, research has strayed from emphasizing generic teaching behaviours that gave currency to the 'clinical information processor' label teachers once possessed. Teachers should not longer be those who implement the prescriptions of others, but rather collaborators in the construction of knowledge (Eisner, 2002). It is this type of belief that has come to characterize a current understanding that the act of teaching might be viewed as an art form, but do teachers themselves considered their daily work a form of art?
15. Doors to KNOWHOW: Art-based Research Practice in Pedagogical Inquiry
-- By Maureen Kelly Michael, Glasgow School of Art, UK
ABSTRACT: Project KNOWHOW is an art-based narrative inquiry that seeks to represent the pedagogy of the artist-teacher. In making this representation accessible to other educators KNOWHOW hopes to (re)inspire imaginative approaches to education. This paper presents an overview of Project KNOWHOW and outlines the combined methods of arts-based inquiry and narrative inquiry. Two examples of existing literary narratives are given as the inspiration for the approach adopted by KNOWHOW. The paper then describes the journey from field texts to research texts, highlighting a particular issue emerging from the cultural differences between the researcher and the researched. The resolution of that issue is explained through a specific account of the researchers' creative art practice. This account explores art practice as a means of objectifying issues from within the field and illustrating how artefacts can engage the imagination and become a vehicle for critical reflection. Finally, the paper concludes with researcher reflections exploring the different layers of imaginative education that exist within Project KNOWHOW.
16. Imagination: Resuscitating Education
-- By Andrea Gallant, La Trobe University, Victoria, Australia
ABSTRACT: Jean Geber's work illuminates that we are multimodal conscious beings. The structures he suggested that make up our consciousness reflect the complex ways in which we perceive reality. It is in understanding and appreciating these multiple perceptions of realty that highlight how education has been constructed, as well as the theories regarding teaching and learning. Imagination is part of the mythical structure of human consciousness. The work of Kieran Egan is helping teachers/educators recognize that imagination is not an appendage to teaching and learning but is intricately involved. Resuscitating education for the disengaged is not only connected to imagination, but also requires the conscious freedom for all the structures to be transparently present.
