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Imagination, Emotion and Inquiry: The Teachable Moment

Imagination, Emotion and Inquiry: The Teachable Moment Contemporary Pragmatism Vol. 1, No. 1 (June 2004), 119-132 Editions Rodopi © 2004 We explore some aspects of the elusive idea of a "teachable moment" with a special emphasis on the role of emotion, intuition, and imagination as well as intuition, paradox and possibility. The teachable moment occurs when students and teachers genuinely share an interest in better understanding something, some situation, or, in the case discussed, some text, and wish to inquire into the object of mutual concern together. Some of the aesthetic elements of John Dewey's theory of inquiry serve as a way to gain insight into the "logic" of creating and sustaining teachable moments. The "teachable moment" is perhaps the most sought after pedagogical prize. Every teacher knows what it feels like even if she cannot name its characteristics. It is as wonderful as it is elusive. Teachers long for the moment when their class has that special quality of intimacy, openness, and creativity that provides us with what researchers have called the "the psychic rewards" of teaching (Lortie 1975). These rewards include the almost ineffable experience of getting through to our students, of connecting, and of our students learning and not just getting ready http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Contemporary Pragmatism Brill

Imagination, Emotion and Inquiry: The Teachable Moment

Contemporary Pragmatism , Volume 1 (1): 119 – Apr 21, 2004

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Publisher
Brill
Copyright
© Copyright 2004 by Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1572-3429
eISSN
1875-8185
DOI
10.1163/18758185-90000131
Publisher site
See Article on Publisher Site

Abstract

Contemporary Pragmatism Vol. 1, No. 1 (June 2004), 119-132 Editions Rodopi © 2004 We explore some aspects of the elusive idea of a "teachable moment" with a special emphasis on the role of emotion, intuition, and imagination as well as intuition, paradox and possibility. The teachable moment occurs when students and teachers genuinely share an interest in better understanding something, some situation, or, in the case discussed, some text, and wish to inquire into the object of mutual concern together. Some of the aesthetic elements of John Dewey's theory of inquiry serve as a way to gain insight into the "logic" of creating and sustaining teachable moments. The "teachable moment" is perhaps the most sought after pedagogical prize. Every teacher knows what it feels like even if she cannot name its characteristics. It is as wonderful as it is elusive. Teachers long for the moment when their class has that special quality of intimacy, openness, and creativity that provides us with what researchers have called the "the psychic rewards" of teaching (Lortie 1975). These rewards include the almost ineffable experience of getting through to our students, of connecting, and of our students learning and not just getting ready

Journal

Contemporary PragmatismBrill

Published: Apr 21, 2004

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