The premise of this essay is that creative strategies are not the sole province of the creative arts. Paul Ricoeur’s theory of imagination is combined with constructivist learning theorists and used as a lens with which to interpret manifestations of imaginative learning and thinking. Using ethnographic methodology, I tell a story about a first-year Medieval European History course and how creative pedagogies equip students with thinking tools to create knowledge in history that may affect their capacity to reformulate and act on contemporary issues.
Looking through the Lens of Ricoeur: Mastering the Conditions for Imaginative Creation in History
Joy Whitton is a doctoral student in the Faculty of Education at Monash University. This essay is based in part on a presentation at the Imaginative Education Research Group conference in Vancouver in July 2013, and on current doctoral research.
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Joy Whitton; Looking through the Lens of Ricoeur: Mastering the Conditions for Imaginative Creation in History. Departures in Critical Qualitative Research 1 September 2014; 3 (3): 218–238. doi: https://doi.org/10.1525/dcqr.2014.3.3.218
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