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Pedagogy of the imagination Frein, Mark
Abstract
The imagination is a concept in educational thought that has proven time-tested like few other educational ideas. What attracts so many educators to the imagination continues to be its associations with individuality, creativity, empathy, and social transformation. These associations are the direct legacy of the Romantic revolution in aesthetics, philosophy, and religion. It is difficult, if not impossible, to separate this Romantic legacy from current use of the imagination in educational thought. There is, however, a deep tension in the use of the imagination in education discourse — the imagination, for Romantic poets such as Wordsworth, Coleridge, Shelley, and Blake was strongly positioned against pre-Romantic understandings of mind, morality, and poetry. Thinkers seeking to bring the Romantic imagination into theories of schooling have wrestled with these Romantic associations with varying degrees of success. While many educators still believe that imagination is generally a good thing and ought to be a focus of educational effort, the purpose of such effort is no longer as clear as it was for the Romantics. Why should we educate for imagination? How should children "use" their imaginations and for what ends? These are questions that are often addressed in passing in educational discourse or assumed to need no answer at all. What needs to be reconstructed, I believe, is a sense of what is at stake in the education of what we have called the "imagination".
Item Metadata
Title |
Pedagogy of the imagination
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1997
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Description |
The imagination is a concept in educational thought that has proven time-tested
like few other educational ideas. What attracts so many educators to the
imagination continues to be its associations with individuality, creativity,
empathy, and social transformation. These associations are the direct legacy of
the Romantic revolution in aesthetics, philosophy, and religion. It is difficult, if
not impossible, to separate this Romantic legacy from current use of the
imagination in educational thought. There is, however, a deep tension in the
use of the imagination in education discourse — the imagination, for Romantic
poets such as Wordsworth, Coleridge, Shelley, and Blake was strongly
positioned against pre-Romantic understandings of mind, morality, and poetry.
Thinkers seeking to bring the Romantic imagination into theories of
schooling have wrestled with these Romantic associations with varying degrees
of success. While many educators still believe that imagination is generally a
good thing and ought to be a focus of educational effort, the purpose of such
effort is no longer as clear as it was for the Romantics. Why should we educate
for imagination? How should children "use" their imaginations and for what
ends? These are questions that are often addressed in passing in educational
discourse or assumed to need no answer at all. What needs to be
reconstructed, I believe, is a sense of what is at stake in the education of what
we have called the "imagination".
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Extent |
8935312 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-04-03
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054874
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1997-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.