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• W196372279 abstract "In education, everyone talks about imagination but nobody really understands it. Intuitively, we know it is the most basic of human thought and somehow we also know it is good for students and we should promote its development. Still, it is difficult to explore and study. So, what is imagination and how do we get a grasp on this complicated concept for curriculum and teaching? Historically, Kant, who is more known for his philosophical theories and not his thoughts on imagination, gave me an insight that can be helpful to us as we open the door to understanding imagination for curriculum and teaching. Kant distinguishes two uses of imagination: the first in ordinary thought and perception, the second in aesthetic experience. Specifically, he explains that as a person looks at a book, the experience is a synthesis of things happening. First, there is cognitive understanding of the book which may include previous intellectual facts and concepts about books and then there is the aesthetic experience of the book which may evoke personal sensations and meanings concerning the book. These two elements are then synthesized by an act of the imagination that brings them together as a total experience. Thus, we have the cognitive and the aesthetic held together by the imagination. Phenix (1964) explained that imagination has remarkable power in a person. helps us get away from self-preoccupation and helps us transcend to a higher level of existence. In a sense, we move beyond the normal biological drives and as a manifestation of freedom we begin to participate in a world of meanings. Dewey (1934) called imagination the gateway through which meanings are derived from past experiences and are carried into the present. Imagination, in a way, helps us order our experiences that perhaps during reflection are chaotic. Further, Egan (1992) stresses that imagination is not opposed to conventional thinking but rather provides a kind of context from which it can be transcended. is an element that works with rationality and enriches its meaning: In short, we want a curriculum to teach imagination as a way of integrating the cognitive world with the aesthetic world of the student. If imagination is a process of synthesizing ideas, concentration then is the capacity to hold an idea long enough to do something about it, move us to some action: Nellie McCaslin (1984) in her book Creative Drama in the Classroom points out that: Today, not only the artist but also businessmen, scientists, military leaders, and educators describe imagination as the major force that goes beyond the mastery of the facts and techniques in search for new ideas (p. 26). She suggests that a way to trigger the imagination for both students and adults is to use physical movement. For example, you can suggest to a group there is grass underfoot. Then ask them: How does it feel to you? Then tell them that their feet are tired and how does it feel. The teacher might suggest, next, that there is ice underfoot. It is hard, slippery, difficult to walk on, dangerous (p. 29). Again the teacher asks how does it feel? Imagination activities are suggested to make the experience a total experience by having the cognitive and aesthetic collapsing into one. Specifically, the teacher should select curriculum and teaching materials that come from extraordinary rather than the experience of everyday life. Moreso, the essence of imagination work in the curriculum is to find materials that have unusual power to speak to students and how they can find meanings in their lives. I have found that telling stories is a good way to build our imaginative side. When you tell stories, your imagination helps you hold thoughts better than any kind of memory work. Think about scenes from Cinderella. Egan (1992) points out that there is the scene where Cinderella sees the sisters off to the ball to that in which the Fairy Godmother arrives. If you were telling the story in a purely logical-causal sequence we might have to witness some dish-washing or dusting or coal-collecting or whatever, but, we don't tell the story this way as the imagination makes the connections for us. …" @default.
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• W196372279 date "2001-12-22" @default.
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• W196372279 title "Imagination: The Missing Link in Curriculum and Teaching" @default.
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