“Imagination is as important in the lives of teachers as it is in the lives of their
students, in part because teachers incapable of thinking imaginatively or of releasing students to encounter works of literature and other forms of art areprobably also unable to communicate to the young what the use of imagination
signifies. If it is the case that imagination feeds one’s capacity to feel one’s wayinto another’s vantage point, these teachers may be lacking in empathy”
Maxine Greene is a philosopher concerned with education, and is a philosopher whofelt obliged to want to bring about change in education because she, like many others,
were, as she put in her own words “
] provoked to engage in philosophical questsbecause they were so outraged by the thought of confinement, by the tamping downof energies[
. It is like the situation today with patronage; only those provoked bythe situation want to bring about change. Greene felt the need to wake people(including teachers) up, open their eyes and help them in realising how they were
“…submerged in their own take
n-for-granted conventional life
.Use of imagination involves a person, in their mind, creating composedscenarios. This can be done for various reasons, such as for pleasure; to imagine a
„better‟ life or daydream, or to imagine outcomes. This can be used creatively in
teaching through putting learning into an imagined context, where pupils areforeseeing and exploring problems and situations. This in turn helps to engage withlearning, being involved in it and being allowed lead in it, using imagination. Manyteachers will put creating an imagined context for the children to partake in as anobjective for them to achieve with their pupils, but little do they realise not only thebenefits, but the need, for them to also achieve it themselves.Schooling for Greene revolves around superficial learning, and pupils rotelearn, learning for the sake of learning; they lack understanding as to why they arelearning what they are. She feels that
“…the dominant mood in many
isone of passive reception
. The same can be said about teaching. Many teachers areteaching the day-to-day, fulfilling curriculum requirements and getting material
Releasing the Imagination
, San Francisco: Jossey-Bass, 1995, p. 63.
, p. 61.
, p. 124.