David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 41 (2):126-140 (2009)
Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students' imaginations in learning, even though they use terms other than 'imagination' in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students' imaginations can be characterized in terms of the 'cognitive toolkits' they bring to learning. We look at such 'cognitive tools' as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students' imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider 'cognitive tools' commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics.
|Keywords||social studies imagination values|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Alan R. White (1990). The Language of Imagination. Cambridge: Blackwell.
W. Charlton & Mary Warnock (1977). Imagination. Philosophical Quarterly 27 (109):375.
Citations of this work BETA
No citations found.
Similar books and articles
David William Jardine (2008). Back to the Basics of Teaching and Learning: Thinking the World Together. Routledge.
Joan E. Sieber (2005). Misconceptions and Realities About Teaching Online. Science and Engineering Ethics 11 (3):329-340.
Thomas R. Zentall (2011). Social Learning Mechanisms: Implications for a Cognitive Theory of Imitation. Interaction Studies 12 (2):233-261.
Susan Leigh Anderson (2003). Teaching Today's Students How to Examine Ethical Issues and Be More Actively Involved in the Learning Process. Journal of Academic Ethics 1 (2):189-198.
Dina Zoe Belluigi (2011). Intentionality in a Creative Art Curriculum. Journal of Aesthetic Education 45 (1):18-36.
Sarah K. Donovan (2008). Teaching Philosophy Outside of the Classroom: One Alternative to Service Learning. Teaching Philosophy 31 (2):161-177.
Michael Cholbi (2007). Intentional Learning as a Model for Philosophical Pedagogy. Teaching Philosophy 30 (1):35-58.
Alison Higgs (2012). E-Learning, Ethics and 'Non-Traditional' Students: Space to Think Aloud. Ethics and Social Welfare 6 (4):386-402.
Joe Duffy & David Hayes (2012). Social Work Students Learn About Social Work Values From Service Users and Carers. Ethics and Social Welfare 6 (4):368-385.
Daniel Byrd (2013). Social Studies Education as a Moral Activity: Teaching Towards a Just Society. Educational Philosophy and Theory 44 (10):1073-1079.
Added to index2009-01-28
Total downloads37 ( #107,021 of 1,792,148 )
Recent downloads (6 months)1 ( #464,595 of 1,792,148 )
How can I increase my downloads?