1st Edition
Fostering Imagination in Higher Education Disciplinary and Professional Practices
Dedication
List of Figures and Tables
Chapter 1. Introduction
Chapter 2. Theoretical Framework on Imagination
Chapter 3. Theoretical Linking of Imagination with Cognition and Learning Theory
Chapter 4. Defining and Practising Creativity
Chapter 5. Honours Quantum Physics: Constituting Understanding by Combining Mindtools
Chapter 6. First Year Medieval History Ethnography: Mastering the Rules of Technique - The Conditions for Imaginative Creation
Chapter 7. Finance Ethnography
Chapter 8. Pharmaceutical Science Ethnography
Chapter 9. Conclusion
Biography
Joy Whitton is an academic developer at Monash University in Australia. Her research interests include imagination, cognition and their interplay with tools/artefacts and practices, and professional learning.
Fostering Imagination in Higher Education provides a unique account of how university educators foster the imagination, especially in disciplines not typically associated with imaginative thinking. Whitton skilfully integrates Paul Ricoeur’s theory of imagination with a wide range of other literature on the imagination, creativity, and learning. Using this robust theoretical framework, she details three ethnographic studies: a fourth year physics course; a first year history course; and a post-graduate finance course. In doing so, Whitton provides many diverse examples of imaginative teaching practice — practices that can easily be applied in most higher education contexts.
Dr. Jennifer Bleazby, Monash University, Australia
If there has ever been a time when we need to encourage students and teachers to use their imaginations, it is now. This is a ‘must read’ book for any teacher who wants to improve their understanding of imagination in learning. It makes a significant contribution to understanding the nature of creativity in higher education teaching and learning and other practices.
The ethnographic case studies reveal the significance of imagination, productively connected to perception and reasoning, in the cognitive apprenticeships of learners: the important point being that while they learn how to use their imaginations like practitioners in the disciplinary field, they bring their own unique selves and history to what they imagine.
The imaginative way in which theory, practice and research have been connected and blended into a new synthesis, will stimulate any teacher’s imagination to develop new practices to encourage learners to use their own imaginations.
Professor Norman Jackson, Emeritus Professor University of Surrey
This beautifully written book is both scholarly and practical and a compelling read. Drawing on an ethnographic account of creative pedago
