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Please use this identifier to cite or link to this item: http://hdl.handle.net/11470/1109

Title: Imagination and Teaching
Authors: Williams, Alan P.
Keywords: Imagination
marginalization
impediments
benefits
preconditions
heuristics
Issue Date: Mar-2024
Publisher: 福岡女学院大学英語教育研究センター
Abstract: In the field of education, teachers are commonly advised to think critically so that they don’t unquestioningly embrace ideas and practices that are not founded on solid evidence.Teachers are also encouraged to think objectively in order not to resort to their deeply entrenched biases and prejudices when making important decisions and formulating ideas.It is, however, rare to come across arguments and claims that support the value of, and the need for, thinking imaginatively in education. Many exhort the promises inherent in critical reflection but are silent on the power of magination. It is unfortunate that imagination is thought to play only a marginal role in teaching. Our ability to conceive realities contrary to what actually is the case needs to gain more attention in pedagogy given its potential to promote lasting learning. After characterizing the salient characteristics of imaginative teaching and outlining the reasons why it has been sidelined in education, this paper will discuss why teaching imaginatively is important, what the impediments and preconditions to imaginative teaching are, and how this overall approach can be put into practice.
URI: http://hdl.handle.net/11470/1109
Appears in Collections:Vol.12

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