Three variations of experience identified in the educational literature entail different ways of thinking about and developing learners’ imaginations. The relationship between these different imaginative modes resembles shifts between different kinds of understanding in Kieran Egan’s theory of imaginative development. From this theoretical collision, a new framework emerges that gives greater weight to the connections between experience and imagination, and that may help to guide new forms of democratic educational practice.
Response to this Article
Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, and Michael Caulkins, Toward Resonant, Imaginative Experiences in Ecological and Democratic Education
Imagination and Experience: An Integrative Framework.
Democracy and Education,
(1), Article 4.
Available at: http://democracyeducationjournal.org/home/vol21/iss1/4