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  • What people are saying about Imaginative Education

    It’s great stuff! I was exposed to it through the article in Educational Leadership and I am now reading the book. It makes so much sense! Thank you for your great work! Dave Bell (Texas)

    When I started to use IE several years ago now, that I tried it out in a few lessons here and there, was amazed at the success and then began to look for other areas and subjects in which I could use the Lesson Planning Frameworks and other aspects of the theory. Pamela Hagen.

    I am just back home after a great pro-day and still reeling from all that I learned from your workshop. Pamela Walker (Victoria, B.C.)

    I've been having a great deal of success with IE in the classroom. I taught grade 5 last year using IE-based concepts and had a GREAT year. I'm teaching kindergarten this year and using the concepts again - so far so fabulous! Mary Mulleady, (Teacher, Surrey.)

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    Meet the members of IERG

    You can learn more about IERG members by viewing the IERG Organizational Structure Chart, Country of Origin table, Alphabetical Name Listing, or by Subject Category


    Name: Keiichi Takaya | Email: keiichi_takaya@yahoo.co.jp
    Country: Canada
    Website:  
    Subject:  
    Member Category: Associate
    Specialties: Philosophy, Psychology, and Educational Theory
    Bio:
    Keiichi Takaya was born and raised in Japan, and began his Ph.D in Education at Simon Fraser in 2000. His research interests include the historical development of the concept of imagination (and similar or related concepts such as ""Anschauung""); how modern Western philosophers of education envision the relation between education and imagination; and the educative role of the teacher for imaginative development. Keiichi states that:""On the one hand, I believe that any activity or process usually called ""education"" does not deserve the name if it makes the person less imaginative. On the other hand, I also believe that education is necessary to make each person imaginative. In asserting the connection between education and imagination, we should avoid arguments that imply (1) imagination as antithetical to education (e.g. an over-romanticized view of children's imagination); and (2) imagination and education as irrelevant to each other (e.g. the often exclusive association of imagination with art). I also reject views that consider imagination as simply an entity, or faculty, of the mind.""