Fostering imagination in higher education: disciplinary and professional practices
Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in hig...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
Routledge, Taylor & Francis Group
[2018]
|
| Schriftenreihe: | Routledge research in higher education
Routledge research in higher education |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students' creativity. Fostering Imagination in Higher Education tells four ethnographic stories from physics, history, finance and pharmaceutical science courses, analytically observing the strategies educators use to encourage their students' imagination, and detailing how students experience learning when it is focussed on engaging their imagination. The highly original study is framed by Ricoeur's work on different forms of imagination (reproductive and productive or generative) It links imaginative thinking to cognitive science and philosophy, in particular the work of Clark, Dennett and Polanyi, and to the mediating role of disciplinary concepts and social-cultural practices. The author's discussion of models, graphs, strategies and artefacts as tools for taking learners' thinking forward has much to offer understandings of pedagogy in higher education. Students in these case studies learned to create themselves as knowledge producers and professionals. It positioned them to experience actively the constructed nature of the knowledge and processes they were learning to use - and the continuing potential of knowledge to be remade in the future. This is what makes imaginative thinking elemental to the goals of higher education |
| Beschreibung: | 1 online resource |
| ISBN: | 9780429837968 0429837968 9781351612470 1351612476 9781315109237 1315109239 9781351612463 1351612468 |
Internformat
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV047010704 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 201118s2018 |||| o||u| ||||||eng d | ||
| 020 | |a 9780429837968 |9 978-0-429-83796-8 | ||
| 020 | |a 0429837968 |9 0-429-83796-8 | ||
| 020 | |a 9781351612470 |9 978-1-351-61247-0 | ||
| 020 | |a 1351612476 |9 1-351-61247-6 | ||
| 020 | |a 9781315109237 |9 978-1-315-10923-7 | ||
| 020 | |a 1315109239 |9 1-315-10923-9 | ||
| 020 | |a 9781351612463 |9 978-1-351-61246-3 | ||
| 020 | |a 1351612468 |9 1-351-61246-8 | ||
| 035 | |a (ZDB-7-TFC)9780429837968 | ||
| 035 | |a (DE-599)BVBBV047010704 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 082 | 0 | |a 370.157 |2 23 | |
| 100 | 1 | |a Whitton, Joy |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Fostering imagination in higher education |b disciplinary and professional practices |c Joy Whitton |
| 264 | 1 | |a London |b Routledge, Taylor & Francis Group |c [2018] | |
| 264 | 4 | |c © 2018 | |
| 300 | |a 1 online resource | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Routledge research in higher education | |
| 490 | 0 | |a Routledge research in higher education | |
| 520 | |a Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students' creativity. Fostering Imagination in Higher Education tells four ethnographic stories from physics, history, finance and pharmaceutical science courses, analytically observing the strategies educators use to encourage their students' imagination, and detailing how students experience learning when it is focussed on engaging their imagination. The highly original study is framed by Ricoeur's work on different forms of imagination (reproductive and productive or generative) It links imaginative thinking to cognitive science and philosophy, in particular the work of Clark, Dennett and Polanyi, and to the mediating role of disciplinary concepts and social-cultural practices. The author's discussion of models, graphs, strategies and artefacts as tools for taking learners' thinking forward has much to offer understandings of pedagogy in higher education. Students in these case studies learned to create themselves as knowledge producers and professionals. It positioned them to experience actively the constructed nature of the knowledge and processes they were learning to use - and the continuing potential of knowledge to be remade in the future. This is what makes imaginative thinking elemental to the goals of higher education | ||
| 650 | 4 | |a Imagination | |
| 650 | 4 | |a Education, Higher / Psychological aspects | |
| 856 | 4 | 0 | |u https://www.taylorfrancis.com/books/9781315109237 |x Verlag |z URL des Erstveroeffentlichers |3 Volltext |
| 912 | |a ZDB-7-TFC | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-032418241 | ||
Datensatz im Suchindex
| _version_ | 1804181966669479936 |
|---|---|
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Whitton, Joy |
| author_facet | Whitton, Joy |
| author_role | aut |
| author_sort | Whitton, Joy |
| author_variant | j w jw |
| building | Verbundindex |
| bvnumber | BV047010704 |
| collection | ZDB-7-TFC |
| ctrlnum | (ZDB-7-TFC)9780429837968 (DE-599)BVBBV047010704 |
| dewey-full | 370.157 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.157 |
| dewey-search | 370.157 |
| dewey-sort | 3370.157 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03081nmm a2200433zc 4500</leader><controlfield tag="001">BV047010704</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">201118s2018 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780429837968</subfield><subfield code="9">978-0-429-83796-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0429837968</subfield><subfield code="9">0-429-83796-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781351612470</subfield><subfield code="9">978-1-351-61247-0</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1351612476</subfield><subfield code="9">1-351-61247-6</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781315109237</subfield><subfield code="9">978-1-315-10923-7</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1315109239</subfield><subfield code="9">1-315-10923-9</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781351612463</subfield><subfield code="9">978-1-351-61246-3</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1351612468</subfield><subfield code="9">1-351-61246-8</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-7-TFC)9780429837968</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047010704</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">370.157</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Whitton, Joy</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Fostering imagination in higher education</subfield><subfield code="b">disciplinary and professional practices</subfield><subfield code="c">Joy Whitton</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">London</subfield><subfield code="b">Routledge, Taylor & Francis Group</subfield><subfield code="c">[2018]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2018</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Routledge research in higher education</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Routledge research in higher education</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students' creativity. Fostering Imagination in Higher Education tells four ethnographic stories from physics, history, finance and pharmaceutical science courses, analytically observing the strategies educators use to encourage their students' imagination, and detailing how students experience learning when it is focussed on engaging their imagination. The highly original study is framed by Ricoeur's work on different forms of imagination (reproductive and productive or generative) It links imaginative thinking to cognitive science and philosophy, in particular the work of Clark, Dennett and Polanyi, and to the mediating role of disciplinary concepts and social-cultural practices. The author's discussion of models, graphs, strategies and artefacts as tools for taking learners' thinking forward has much to offer understandings of pedagogy in higher education. Students in these case studies learned to create themselves as knowledge producers and professionals. It positioned them to experience actively the constructed nature of the knowledge and processes they were learning to use - and the continuing potential of knowledge to be remade in the future. This is what makes imaginative thinking elemental to the goals of higher education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Imagination</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education, Higher / Psychological aspects</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.taylorfrancis.com/books/9781315109237</subfield><subfield code="x">Verlag</subfield><subfield code="z">URL des Erstveroeffentlichers</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-7-TFC</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-032418241</subfield></datafield></record></collection> |
| id | DE-604.BV047010704 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T15:58:09Z |
| indexdate | 2024-07-10T09:00:03Z |
| institution | BVB |
| isbn | 9780429837968 0429837968 9781351612470 1351612476 9781315109237 1315109239 9781351612463 1351612468 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032418241 |
| open_access_boolean | |
| physical | 1 online resource |
| psigel | ZDB-7-TFC |
| publishDate | 2018 |
| publishDateSearch | 2018 |
| publishDateSort | 2018 |
| publisher | Routledge, Taylor & Francis Group |
| record_format | marc |
| series2 | Routledge research in higher education |
| spelling | Whitton, Joy Verfasser aut Fostering imagination in higher education disciplinary and professional practices Joy Whitton London Routledge, Taylor & Francis Group [2018] © 2018 1 online resource txt rdacontent c rdamedia cr rdacarrier Routledge research in higher education Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students' creativity. Fostering Imagination in Higher Education tells four ethnographic stories from physics, history, finance and pharmaceutical science courses, analytically observing the strategies educators use to encourage their students' imagination, and detailing how students experience learning when it is focussed on engaging their imagination. The highly original study is framed by Ricoeur's work on different forms of imagination (reproductive and productive or generative) It links imaginative thinking to cognitive science and philosophy, in particular the work of Clark, Dennett and Polanyi, and to the mediating role of disciplinary concepts and social-cultural practices. The author's discussion of models, graphs, strategies and artefacts as tools for taking learners' thinking forward has much to offer understandings of pedagogy in higher education. Students in these case studies learned to create themselves as knowledge producers and professionals. It positioned them to experience actively the constructed nature of the knowledge and processes they were learning to use - and the continuing potential of knowledge to be remade in the future. This is what makes imaginative thinking elemental to the goals of higher education Imagination Education, Higher / Psychological aspects https://www.taylorfrancis.com/books/9781315109237 Verlag URL des Erstveroeffentlichers Volltext |
| spellingShingle | Whitton, Joy Fostering imagination in higher education disciplinary and professional practices Imagination Education, Higher / Psychological aspects |
| title | Fostering imagination in higher education disciplinary and professional practices |
| title_auth | Fostering imagination in higher education disciplinary and professional practices |
| title_exact_search | Fostering imagination in higher education disciplinary and professional practices |
| title_exact_search_txtP | Fostering imagination in higher education disciplinary and professional practices |
| title_full | Fostering imagination in higher education disciplinary and professional practices Joy Whitton |
| title_fullStr | Fostering imagination in higher education disciplinary and professional practices Joy Whitton |
| title_full_unstemmed | Fostering imagination in higher education disciplinary and professional practices Joy Whitton |
| title_short | Fostering imagination in higher education |
| title_sort | fostering imagination in higher education disciplinary and professional practices |
| title_sub | disciplinary and professional practices |
| topic | Imagination Education, Higher / Psychological aspects |
| topic_facet | Imagination Education, Higher / Psychological aspects |
| url | https://www.taylorfrancis.com/books/9781315109237 |
| work_keys_str_mv | AT whittonjoy fosteringimaginationinhighereducationdisciplinaryandprofessionalpractices |