Contemporary Pragmatism Vol. 3, No. 1 (June 2006), 145163 Editions Rodopi © 2006 Many educators today think that the school's lessons and activities do not stimulate or engage students' imaginations. In order to alleviate this problem, they tend to use images in conjunction with, or sometimes rather than, words; they employ so-called imaginative or creative activities rather than chalk and talk. However, these principles and methods are based on somewhat misguided or trivial understanding of the importance of imagination in students' lives. Dewey's understanding of the relevance of imagination gives us a useful perspective to better understand where imaginative engagement becomes crucial in education. 1. Introduction A major cause of school's failure is that lessons and activities do not stimulate or engage some crucial aspects of students' imaginations. This observation may seem outdated or misplaced because, today, at various levels of educational discourse from casual discussions to administrative documents, people do claim that imagination is important for successful education; and many instructional programs do use a lot of imaginative materials and methods. Educators today tend to use images in conjunction with, or sometimes rather than, words; they employ so-called imaginative or creative activities rather than chalk and talk.
Contemporary Pragmatism – Brill
Published: Apr 21, 2006