000 03986nam a22005055i 4500
001 978-1-4020-8350-1
003 DE-He213
005 20161121230832.0
007 cr nn 008mamaa
008 100301s2008 ne | s |||| 0|eng d
020 _a9781402083501
_9978-1-4020-8350-1
024 7 _a10.1007/978-1-4020-8350-1
_2doi
050 4 _aLB2806.15
072 7 _aJNKC
_2bicssc
072 7 _aEDU007000
_2bisacsh
082 0 4 _a375
_223
245 1 0 _aPedagogies of the Imagination
_h[electronic resource] :
_bMythopoetic Curriculum in Educational Practice /
_cedited by Timothy Leonard, Peter Willis.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2008.
300 _aXVIII, 270 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aMythopoesis and Curriculum Theorizing -- Watching with Two Eyes: The Place of the Mythopoetic in Curriculum Inquiry -- The Shadow of Hope: Reconciliation and Imaginal Pedagogies -- Myth in the Practice of Reason: The Production of Education and Productive Confusion -- Care of the Self: Mythopoetic Dimensions of Professional Preparation and Development -- Imagination and Mythopoesis in the Science Curriculum -- The Mythopoetic Body: Learning Through Creativity -- Autobiography and Poetry -- The Resilience of Soul -- Mythopoesis in Educational Practice -- Imaginal Transformation and Schooling -- Idealism and Materialism in the Culture of Teacher Education: The Mythopoetic Significance of Things -- Spiritual Grounding and Adult Education -- Ignatian Spirituality as Mythopoesis -- Mythopoetic Spaces in the (Trans)formation of Counselors and Therapists -- Critical Pedagogy and the Mythopoetic: A Case Study from Adelaide’s Northern Urban Fringe -- Capacity and Currere -- Thinking, Feeling, and Willing: How Waldorf Schools Provide a Creative Pedagogy That Nurtures and Develops Imagination -- Getting a Feel for the Work: Mythopoetic Pedagogy for Adult Educators Through Phenomenological Evocation -- Conclusion: The Mythopoetic Challenge.
520 _aThis book is about the practice of Imaginal Knowing in education. Imaginal knowing is not fantasy, but is linked to the way humans imagine the real world. Imaginal knowing moves the heart, holds the imagination, finds the fit between self-stories, public myths, and the content of cultural knowledge. It is deeply personal, yet open to the universe. The curriculum, as conceptualized here, is the medium through which imaginal knowing is evoked in both teachers and students. Educators from United States, Australia, the United Kingdom and Canada offer a vision of educational practice seasoned in years of reflective pedagogic engagement. They speak here of a genuine and practical alternative to overly bureaucratic educational processes that can crush learners through a closed system of arbitrary standards and mindless testing. There is hope that education at all levels from elementary to professional, graduate and post compulsory education has the capacity to break out of these artificial constraints. These authors show us ways to make this possible.
650 0 _aEducation.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation
_xCurricula.
650 0 _aTeaching.
650 0 _aEducation
_xPhilosophy.
650 1 4 _aEducation.
650 2 4 _aCurriculum Studies.
650 2 4 _aEducational Philosophy.
650 2 4 _aLearning & Instruction.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aProfessional & Vocational Education.
700 1 _aLeonard, Timothy.
_eeditor.
700 1 _aWillis, Peter.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402082818
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4020-8350-1
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c504665
_d504665