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- Imaginative Education is a way of teaching and learning that is based on engaging learners’ imaginations. Imagination is the ability to think of what might be possible, in a manner that is not tightly constrained by the actual or taken-for-granted. It is the “reaching out” feature of the mind, enabling us to go beyond what we have mastered so far.
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Imagination is the mental ability to visualize what may lie beyond the immediate situation and to “see” things that are not present. It is a central element of meaning creation in education—in the relationship between mental pictures and reality, between humans and the outside world, and between the past and the future.
Jul 26, 2024 · This article aims to delve into the theoretical perspective on imagination in education, focusing specifically on Imaginative Education theory. The approach involves a dual objective: critically analyzing the limitations and specific potentials of Imaginative Education to stimulate contemporary discourse on imagination in education and using it ...
higher education practitioners involved in Imaginative Education—a “new kid” on the (educational) block. Imaginative Education, or IE, is not just an approach to teaching, it’s also a theory of human understanding through which we can, as educators, reshape and develop our practices.
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Oct 19, 2017 · This chapter discusses the way in which imagination is key to being and learning at school, given the fact that education is inherently oriented to that which is, for a large part, outside and beyond it.
Mar 31, 2022 · In enabling self-awareness and our capacity to think strategically about our learning, metacognition enables the autonomy required for democratic capacity. The question now is whether and how, equipped with models of imagination, these can support us to release imaginative education for imagination.
How children's imaginations can inform education and parenting. Posted October 28, 2022. By Jill Anderson. Early Education. Human Development. Children's imaginations are complicated and impressive, says Professor Paul Harris. Yet, oftentimes, when we watch at children pretending, we write it off as fantasy or child's play.
more realist conception of the imagination through considering the imagination, more precisely the family of terms gathered under the umbrella term of imaginative, as an acquired virtue read: involving education. The result, a theory of imagination broad enough to avoid the supposed realism/idealism duality but concrete enough to offer a means to
