Imagination: The Missing Link Imagination: The Missing Link in Curriculum and Teachingin Curriculum and Teaching

ByByDr. Magdy Mahdy AlyDr. Magdy Mahdy Aly

Professor of Curriculum & EFL InstructionProfessor of Curriculum & EFL InstructionFaculty of Education Ain Shams UniversityFaculty of Education Ain Shams University

SHE WALKS IN BEAUTY LIKE THE NIGHTSHE WALKS IN BEAUTY LIKE THE NIGHTOF CLOUDLESS CLIMES AND STARRY OF CLOUDLESS CLIMES AND STARRY SKIESSKIESAND ALL THAT IS BEST OF DARK AND AND ALL THAT IS BEST OF DARK AND BRIGHTBRIGHTMEET IN HER ASPECT AND IN HER EYESMEET IN HER ASPECT AND IN HER EYESBYRONBYRON

I THINK WE ARE IN RAT’S ALLEYI THINK WE ARE IN RAT’S ALLEYWHERE THE DEAD MEN LOST THEIR WHERE THE DEAD MEN LOST THEIR BONESBONESYOU KNOW NOTHING? DO U SEE YOU KNOW NOTHING? DO U SEE NOTHING?DO U REMEMBER NOTHING?DO U REMEMBER

NOTHIINGNOTHIING??

ElliotElliot

Human learning Human learning is is an an imaginative activityimaginative activity

We have to develop ways to inject We have to develop ways to inject imaginative activities (which improve imaginative activities (which improve the teenagers’ imaginative prowess as the teenagers’ imaginative prowess as well as their ability to “pass the test”) well as their ability to “pass the test”) into daily teaching is important as into daily teaching is important as students move from high school to students move from high school to

independent study in collegeindependent study in college. .

WHY STUDENTS WHY STUDENTS WONDERWONDER??

““How can I make things be How can I make things be

different?”different?” this is the essence of this is the essence of true imagination; the questioning that true imagination; the questioning that leads to searching, which in turn leads to searching, which in turn leads to discovery and ult imately, to leads to discovery and ult imately, to change.Teenagers are the l iving, change.Teenagers are the l iving, breathing testaments who carry the breathing testaments who carry the hope of the next generation in their hope of the next generation in their

future accomplishmentsfuture accomplishments..

What is ImaginationWhat is Imagination??

The imagination takes something like The imagination takes something like an image or idea and modify it into a an image or idea and modify it into a

totally new concepttotally new concept. .

Jean Paul SartreJean Paul Sartre says that imagination says that imagination provides a place where the mind can provides a place where the mind can conjure up visions of what the world conjure up visions of what the world “might” be and then can translate the “might” be and then can translate the visions into any number of aesthetic visions into any number of aesthetic vehicles including stories, music, art, vehicles including stories, music, art, or poetry, or mathematical and or poetry, or mathematical and

scientific pursuitsscientific pursuits. .

Kant Kant distinguishes two uses of distinguishes two uses of imagination: the first in ordinary imagination: the first in ordinary thought and perception, the second in thought and perception, the second in

aesthetic experienceaesthetic experience. .

Because teenagers are diverse Because teenagers are diverse creatures, the whole being, including creatures, the whole being, including the mind, the body, the intellect, and the mind, the body, the intellect, and

the emotions must be educatedthe emotions must be educated. .

ImaginationImagination……

is the heart of any trulyis the heart of any trulyeducational experience; it is not educational experience; it is not

something belonging properly to the something belonging properly to the arts, but is central to all areas of thearts, but is central to all areas of the

curriculumcurriculum; ;

The main questionsThe main questions::

Can we expect to see school curricula Can we expect to see school curricula that take into consideration the that take into consideration the students’ imagination and their students’ imagination and their cognitive and aesthetic abilities? cognitive and aesthetic abilities? Without the stimulation of this Without the stimulation of this “pragmatic center ”called the “pragmatic center ”called the imagination, there can little meaningful imagination, there can little meaningful

learning for studentslearning for students. .

The dilemmaThe dilemma

Most curricula presented in high school is Most curricula presented in high school is monotonous and is lacking in imaginative monotonous and is lacking in imaginative material. This is perhaps because of a material. This is perhaps because of a misinterpreted idea of learning achievement. misinterpreted idea of learning achievement. Imaginative learning has been replaced by Imaginative learning has been replaced by mandated, high stakes tests that do not mandated, high stakes tests that do not identify higher level thinking capabilities or identify higher level thinking capabilities or diverse ways of learning; they simply diverse ways of learning; they simply identify which students excel in those kinds identify which students excel in those kinds

of testsof tests. .

When educators are forced to spend most of When educators are forced to spend most of their instructional hours “teaching to these their instructional hours “teaching to these tests,” there is little time for imaginative tests,” there is little time for imaginative activity. But, if educators truly believe that activity. But, if educators truly believe that human learning is an imaginative activity, human learning is an imaginative activity, then school officials can no longer continue then school officials can no longer continue to stress grades and numerical achievement to stress grades and numerical achievement as performance outcomes and expect as performance outcomes and expect students will develop habits of mind that will students will develop habits of mind that will allow them to take initiatives in the learning allow them to take initiatives in the learning processprocess

Some possible solutionsSome possible solutions::

11--In addition to adding imagination to every In addition to adding imagination to every day activities and lobbying for more day activities and lobbying for more imagination-based curricula, educators can imagination-based curricula, educators can also help students by employing creative also help students by employing creative assessment techniques that evaluate assessment techniques that evaluate students according to their abilities, rather students according to their abilities, rather than according tothan according to

standardized testing scoresstandardized testing scores. .

22- - Before curricula are written, before Before curricula are written, before testing is done, before assessing testing is done, before assessing student work, educators and curricula student work, educators and curricula designers must strive to understand designers must strive to understand how the teenager thinks and feels and how the teenager thinks and feels and

imaginesimagines. .

Imagination Activit iesImagination Activit ies

The following activities strive to includeThe following activities strive to include..11--Student-Generated Learning UnitsStudent-Generated Learning Units

22--Daydreaming in the classroomDaydreaming in the classroom33--The oral tradit ion as an imaginative toolThe oral tradit ion as an imaginative tool

44-- Stimulating imagination through Stimulating imagination through movement and dancemovement and dance

55--Transmediation connections to Transmediation connections to imaginationimagination

66--Drama connections for imaginative Drama connections for imaginative activityactivity

77--Video Games, learning and imaginationVideo Games, learning and imagination

Thank YouThank You