Values and Imagination in Teaching: With a Special Focus on Social Studies

Autor/inn/en	Egan, Kieran; Judson, Gillian
Titel	Values and Imagination in Teaching: With a Special Focus on Social Studies
Quelle	In: Educational Philosophy and Theory, 41 (2009) 2, S.126-140 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2008.00455.x
Schlagwörter	Imagination; Social Studies; Values; Lesson Plans; Learning Processes; Cognitive Processes; Teaching Methods + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Wertbegriff; Lesson planning; Unterrichtsplanung; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students' imaginations in learning, even though they use terms other than "imagination" in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students' imaginations can be characterized in terms of the "cognitive toolkits" they bring to learning. We look at such "cognitive tools" as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students' imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider "cognitive tools" commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10