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ERIC Number: EJ1144729
Record Type: Journal
Publication Date: 2017-Jul
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0039-3746
The Eclipse of Imagination within Educational "Official" Framework and Why It Should Be Returned to Educational Discourse: A Deweyan Perspective
d'Agnese, Vasco
Studies in Philosophy and Education, v36 n4 p443-462 Jul 2017
In recent decades, the shift towards the "learnification" of educational discourse has "de facto" reframed educational purposes and schooling practice, thus reframing what students should know, strive for, and, in a sense, be. In this paper, given the efforts to disrupt the dominance of learning discourse, I seek to engage regarding a specific concern, namely, the progressive removal of imagination within educational official framework. Indeed, imagination has virtually disappeared from the documents, publications, web pages and recommendations of major educational agencies and institutions worldwide, with important and potentially damaging consequences for schooling, teaching and learning. Employing a Deweyan perspective, I argue that imagination plays a crucial role in the creation of pivotal educational features and phenomena, such as knowledge, inquiry, choice and deliberation, critical agency, meaning creation, and, importantly, the openness of possibilities. Therefore, the eclipse of imagination becomes, at the very same time, the eclipse of education; nurturing imagination is about nurturing education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A