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.

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