scholarly journals La Educación Imaginativa y la enseñanza de la historia

2018 ◽  
pp. 143
Author(s):  
María de la Luz Matte
Keyword(s):  
Cognitive Tools ◽  
Transmission Of Knowledge ◽  
Teaching History ◽  
Integral Development ◽  
Imaginative Education ◽  
The Way

Este artículo analiza las propuestas de la Educación Imaginativa y sus potencialidades para la enseñanza de la historia. En la primera parte se reseñan los postulados teóricos de la Educación Imaginativa, centrando el análisis en las propuestas de uno de sus principales impulsores, el filósofo de la educación Kieran Egan. En la segunda parte se estudia la manera en que este enfoque puede ser utilizado en la enseñanza de la historia, proporcionando, además, algunos ejemplos concretos. Según Egan, la enseñanza de la historia ha quedado reducida a los currículos, dejando de lado los aspectos vinculados con las emociones y la imaginación, lo que ha impactado el desarrollo integralde los estudiantes como miembros de la sociedad. A partir de la experiencia y la revisión bibliográfica, proponemos una aproximación a esta teoría, explicando sus fundamentos, sus principios y cómo esta puede ser una valiosa herramienta para la enseñanza de la historia.AbstractThis article analyzes proposals of Imaginative Education and its potential for teaching history. The first part presents the theoretical postulates of the Imaginative Education focusing on the proposals of one of its main promoters, the education philosopher Kieran Egan. In the second part, it studies the way in which this approach can be used in teaching history, also providing some examples. According to Egan, the curricula has reduced the teaching of history to the transmission of knowledge without relating it to emotions and imagination, impacting students’ integral development as members of society. From the experience and the bibliographic review we propose an approach to this theory, explaining its foundations, its principles and how this can be a valuable tool for the teaching of history.Keywords: Imaginative education, understandings, cognitive tools, history teaching.ResumoEste artigo analisa as propostas da Educação Imaginativa e suas potencialidades para o ensino da história. Na primeira parte são resumidos os postulados teóricos da Educação Imaginativa centrando a análise nas propostas de um dos seus principais impulsores, o filósofo da educação Kieran Egan. Na segunda parte estuda-se a maneira em que esta perspectiva pode ser utilizada no ensino da história proporcionando, ao mesmo tempo, alguns exemplos concretos. Segundo Egan, o ensino da história tem ficado reduzido nos currículos à transmissão de conhecimentos ignorando os aspectos vinculados com as emoções e a imaginação, o que tem impactado o desenvolvimento integral dos estudantes como membros da sociedade. A partir da experiência e a revisão bibliográfica propomos uma aproximação a esta teoria, explicando seus fundamentos, seus princípios e como esta pode ser una valiosa ferramenta para o ensino da história.Palavras-chave: Educação Imaginativa, entendimentos, ferramentas cognitivas,ensino da história.

scholarly journals La Educación Imaginativa y la enseñanza de la historia

2018 ◽  
pp. 143
Author(s):  
María de la Luz Matte
Keyword(s):  
Cognitive Tools ◽  
Transmission Of Knowledge ◽  
Teaching History ◽  
Integral Development ◽  
Imaginative Education ◽  
The Way

Este artículo analiza las propuestas de la Educación Imaginativa y sus potencialidades para la enseñanza de la historia. En la primera parte se reseñan los postulados teóricos de la Educación Imaginativa, centrando el análisis en las propuestas de uno de sus principales impulsores, el filósofo de la educaciónKieran Egan. En la segunda parte se estudia la manera en que este enfoque puede ser utilizado en la enseñanza de la historia, proporcionando, además, algunos ejemplos concretos. Según Egan, la enseñanza de la historia ha quedado reducida a los currículos, dejando de lado los aspectos vinculados con las emociones y la imaginación, lo que ha impactado el desarrollo integral de los estudiantes como miembros de la sociedad. A partir de la experiencia y la revisión bibliográfica, proponemos una aproximación a esta teoría, explicando sus fundamentos, sus principios y cómo esta puede ser una valiosa herramienta para la enseñanza de la historia.AbstractThis article analyzes proposals of Imaginative Education and its potential for teaching history. The first part presents the theoretical postulates of the Imaginative Education focusing on the proposals of one of its main promoters, the education philosopher Kieran Egan. In the second part, it studies the way in which this approach can be used in teaching history, also providingsome examples. According to Egan, the curricula has reduced the teaching of history to the transmission of knowledge without relating it to emotions and imagination, impacting students’ integral development as members of society. From the experience and the bibliographic review we propose an approach to this theory, explaining its foundations, its principles and how this can be a valuable tool for the teaching of history.Keywords: Imaginative education, understandings, cognitive tools, history teaching.ResumoEste artigo analisa as propostas da Educação Imaginativa e suas potencialidades para o ensino da história. Na primeira parte são resumidos os postulados teóricos da Educação Imaginativa centrando a análise nas propostas de um dos seus principais impulsores, o filósofo da educação Kieran Egan. Na segunda parte estuda-se a maneira em que esta perspectiva pode ser utilizadano ensino da história proporcionando, ao mesmo tempo, alguns exemplos concretos. Segundo Egan, o ensino da história tem ficado reduzido nos currículos à transmissão de conhecimentos ignorando os aspectos vinculadoscom as emoções e a imaginação, o que tem impactado o desenvolvimento integral dos estudantes como membros da sociedade. A partir da experiência e a revisão bibliográfica propomos uma aproximação a esta teoria, explicando seus fundamentos, seus princípios e como esta pode ser una valiosa ferramenta para o ensino da história.Palavras-chave: Educação Imaginativa, entendimentos, ferramentas cognitivas,ensino da história.

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gillian Judson ◽  
Ross Powell ◽  
Kelly Robinson
Keyword(s):  
Teacher Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Cognitive Tools ◽  
Affective Engagement ◽  
Research Praxis ◽  
Imaginative Education ◽  
Relational Process

Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.

Facing national historical guilt in teaching history: a comparison between Australia and Germany

2018 ◽  
pp. 109-110
Author(s):  
Hanna Rosalie Wortmann
Keyword(s):  
Teaching History ◽  
Look Back ◽  
The Way

Both Australia and Germany look back on a poignant past full of unprecedented cruelty. However, the way of dealing with this past and with the national historical guilt associated with it seemingly differs. This difference becomes particularly apparent in the way their own history is taught in these two countries.

scholarly journals Mapping the Way: The Use of Maps in Artistic Projects, Working with Migrants and Refugees

2020 ◽  
Vol 47 (2) ◽  
pp. 217-231
Author(s):  
Bridget Sheridan
Keyword(s):  
Video Installation ◽  
Transmission Of Knowledge ◽  
The Relationship ◽  
The Way

This article deals with three art projects which take into account the relationship between maps, migration and memory. We shall analyse how Céline Boyer, Bouchra Khalili and Marie Moreau artistically respond to the diverse waves of migration in Europe. In each of their respective projects, engagement with these themes and with individual participants created opportunities for the transmission of knowledge and experience. The connection between maps and power is explored relative to these artistic projects and related processes. Whether it be photography, writing, video installation or participative ateliers, all three artists seem to pinpoint the importance of the hand when it comes to telling and mapping a story. 

scholarly journals New Jersey History Day: Doing History, Discovering New Jersey

2018 ◽  
Vol 4 (1) ◽  
pp. 206 ◽  
Author(s):  
Barbaro Gallo
Keyword(s):  
Critical Thinking ◽  
New Jersey ◽  
Historical Research ◽  
Research Skills ◽  
Home State ◽  
Teaching History ◽  
New Jersey History ◽  
The Way

There is an increasingly expanding movement happening in classrooms across New Jersey towards teaching history through an inquiry designed program. For educators, participation in New Jersey History Day (NJHD) is a vehicle to teach history for all the reasons that make it such a critically important subject in a student’s education and provides an opportunity for students to engage in historical research. Working on an NJHD project teaches critical thinking, writing, and research skills and boosts performance across all subjects. Along the way, sometimes by design and sometimes by chance, students are enriched by learning about the history all around them in their home state of New Jersey.

COMMUNICATIVE CONSTRUCTIONS IN WRITTEN TEXTS

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
María del Rosario Lendínez Robayo
Keyword(s):  
Key Words ◽  
Language Use ◽  
Educational Community ◽  
Literary Field ◽  
Transmission Of Knowledge ◽  
Written Texts ◽  
Activity Types ◽  
Communicative Activity ◽  
The Way

By definition, man is a social being who interacts with peers either by necessity and as a hobby, which determines its relations with the group and it is shaping it. The way this communication is expressed is vitally important to the educational community regarding the acquisition and the transmission of knowledge, which is determined by how they are expressed in the written texts, and this is even more relevant to the literary field. My aim in this report is to study the main approaches to the way of expressing communication from the use of different type of verbs, including the linguistic forms, discursive procedures of the expression, and communicative activity types. In order to do that, I have studied constructions with and without verba dicendi collected in the Corpus of Spanish and English languages, and constructions posted on various publications, novels, etc, written in both languages, to establish relevant comparison between the uses of each other.I am particularly concerned with communicative construction, which presupposes interaction with others, and what I am trying to determine is how often these constructions happen, is it common or isolated cases? Key words: Communicative constructions, verba dicendi, verbs of communication, quotative constructions, language use.

scholarly journals Cultivating Leadership Imagination with Cognitive Tools: An Imagination-Focused Approach to Leadership Education

2021 ◽  
pp. 194277512110220
Author(s):  
Gillian Judson
Keyword(s):  
School Leadership ◽  
Educational Theory ◽  
Leadership Education ◽  
Cognitive Tools ◽  
Collective Leadership ◽  
Theoretical Understanding ◽  
Imaginative Education

This conceptual and practical paper aims to expand understanding of imagination in ways that have direct implications for leadership education and research. First, imagination is conceptualized as soil, an analogy that can address misconceptions about imagination and broaden understanding of the multiple ways it contributes to leadership. Next, an educational theory called Imaginative Education (IE) is introduced that offers theoretical understanding of imagination and practical tools for its development. Finally, what imagination yields in terms of individual and collective leadership processes is described along with specific “cognitive tools” that may be used to cultivate imagination in school leadership.

scholarly journals Learning to Teach, Imaginatively: Supporting the Development of New Teachers Through Cognitive Tools

2017 ◽  
Vol 51 (3) ◽  
pp. 999-1012 ◽  
Author(s):  
Kieran Egan ◽  
Shawn Michael Bullock ◽  
Anne Chodakowski
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
New Teachers ◽  
Theoretical Framework ◽  
Learning To Teach ◽  
Teacher Education Programs ◽  
Cognitive Tools ◽  
Complex Sentence ◽  
Education Programs ◽  
Imaginative Education

We propose that teacher candidates need to have extended experiences with learning to teach imaginatively, which is to say that teacher candidates need to have experiences that enable them to consider new possibilities in education. We first attend to the general theoretical framework offered by imaginative education before moving on to consider the implications of imaginative education for teacher education programs. We conclude with some provocations to the field that we hope will be of use for those who might wish to join us in considering how we might teach teachers to teach in imaginative ways — a complex sentence with an even more complicated set of implications.

scholarly journals PEMBELAJARAN IPS SEJARAH DAN SIKAP NASIONALISME DALAM ERA GLOBALISASI

2016 ◽  
Vol 22 (1) ◽  
Author(s):  
Laode Monto Bauto
Keyword(s):  
Developmental Process ◽  
Life Experiences ◽  
Chronological Order ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
The Future ◽  
Younger Generation ◽  
The Way

The incidence of individualist attitudes and reduced social kepedlian and others. It all becomes an indicator of the lunturnya attitude of nationalism, especially among the younger generation successor to relay the struggle of a nation. Through teaching history students capable of developing competence to think in chronological order and having knowledge about the past that can be used to understand and explain the developmental process and change people and diversity socio-culture in order find and cultivate identity nation in the society the world. Teaching history asked students realizes the diversity life experiences in each society and the way different viewpoint against its past to understand the present and build knowledge and understanding to face the future. Thus probate Soekarno “ jas red”  must remain we amalkan. As is expression philosopher mulan kundera stating that if will destroy a nation, then destory first its history should let us think about.Keywords :Pembelajaran, sikap, nasionalisme, globalisasi

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