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Towards a pedagogy of imagination: a phenomenological case study of holistic education

Towards a pedagogy of imagination: a phenomenological case study of holistic education This article offers a synthesis of my recently completed doctorate study of Rudolf Steiner's notion of imaginative teaching. Seven original imaginative teaching methods (drama, exploration, storytelling, routine, arts, discussion and empathy) are introduced via phenomenological moments, followed by analysis and discussion. The article concludes with the argument that, whether or not the quality of these methods depends on the ethnographic context in which they were identified (Steiner schools), the methods might nonetheless inspire modification of existing efforts in mainstream education to cater for the imagination. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Ethnography & Education Taylor & Francis

Towards a pedagogy of imagination: a phenomenological case study of holistic education

Ethnography & Education , Volume 1 (2): 18 – Jun 1, 2006
18 pages

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References (42)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1745-7831
eISSN
1745-7823
DOI
10.1080/17457820600715455
Publisher site
See Article on Publisher Site

Abstract

This article offers a synthesis of my recently completed doctorate study of Rudolf Steiner's notion of imaginative teaching. Seven original imaginative teaching methods (drama, exploration, storytelling, routine, arts, discussion and empathy) are introduced via phenomenological moments, followed by analysis and discussion. The article concludes with the argument that, whether or not the quality of these methods depends on the ethnographic context in which they were identified (Steiner schools), the methods might nonetheless inspire modification of existing efforts in mainstream education to cater for the imagination.

Journal

Ethnography & EducationTaylor & Francis

Published: Jun 1, 2006

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