Teaching Imagination

Autor/in	Armstrong, Michael
Titel	Teaching Imagination
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 47 (2005) 2, (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.2304/forum.2005.47.2.18
Schlagwörter	Stellungnahme; Learning Processes; Imagination; Childhood Attitudes; Teaching Methods; Cognitive Processes + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess
Abstract	"It is imagination, above all, that drives learning forward." With the eloquence and insight always associated with his work, Michael Armstrong considers how to recognise children's imaginative achievement: how to observe it, interpret it, value it and promote it. The child's exemplification of the power of the imagination demands our respect, but more explicitly our attention. It is this closeness of attention that marks out the act of interpretation as the polar opposite to standard assessment procedures that dominate educational practice on both sides of the Atlantic at the present moment. There could not be a better moment to reassert the primacy of the imagination in the process of learning and the value of interpretation in the business of teaching. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10