This book discusses the kind of imaginative thinking which is going on all the time without producing the masterpieces of art and culture. The author brings together the body of educational theory, psychological theory and some general opinions about imagination, to provide an account of everyday imagining for educationalists, psychologists, teachers and parents.
For what are contemplated are imagined sufferings, even if based on actual events and people. ... sorrow, pity, etc., that we experience are altogether different from those of everyday life; for in all art, as well as in situations ...
Cultural Studies of Science Education, 9(2), 275–296. doi:10.1007/s11422-012-9439-6 Andree, M., & Lager-Nyqvist, L. (2013). Spontaneous play and imagination in everyday science classroom practice. Research in Science Education, 43(5), ...
48 49 50 create its own world of disciplined imagination in which to strive after perfection brings immediate and lasting rewards' (p 21). Against that LONG, N (1959) in Music in English Education (Faber and Faber) was concerned with ...
Values and imagination in teaching: With a special focus on social studies. ... K. & Nadaner, D. (Eds.). Imagination and Education. ... The rise of the creative class: And how its transforming work, leisure, community and everyday life.
This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.
In some ways philosophy might itself lay claim to the role of giving a general intellectual training in critical thinking, ... such as are abundantly available in the consideration of morals and everyday perception and memory.
no longer be the luxuries of the ' educated ' classes ; all classes must be educated and sit down to these things of the mind as they do to -their daily bread.~ History must afford its pageants, science its wonders, literature its ...
Education, we decided, would have little value if its sole aim was to leave the child to his own devices. ... If the choice fell in favour of the necessary life, we could not, by any stretch of the imagination, speak of achieving ...
What I am assuming is that through university-educated specialist teachers there will be a continuity between subjects as taught in ... even though much of what is discussed in science may appear to be very remote from daily life.
Freelance educational consultant Jagla invites the imaginative participation of readers as she looks at the significant roles that imagination and intuition play in the daily operation of teachers' classrooms.