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Incorporating Egan’s Imaginative Education into the Curriculum and the Culture at the Post-Secondary Level

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DOI: 10.4236/ce.2012.326111    4,999 Downloads   6,765 Views   Citations

ABSTRACT

Creativity is conspicuously absent in the outcomes of liberal arts higher education institutions generally and Georgia College particularly. One strong candidate for rectifying this deficit is the incorporation of curriculum based on Kieran Egan’s theory of Imaginative Education (IE, 1988). There is a dearth of investigation as to how IE might be used in colleges and universities by faculty and students to allow the “the unusual and effective to flourish” (IERG, 2008). This paper presents a component of the work of one grass roots faculty development group as it learned about and sought to implement aspects of IE into their undergraduate curriculum and university culture.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Kleine, K. & Metzker, J. (2012). Incorporating Egan’s Imaginative Education into the Curriculum and the Culture at the Post-Secondary Level. Creative Education, 3, 746-748. doi: 10.4236/ce.2012.326111.

References

[1] Egan, K. (1988). Imagination and education. New York, NY: Teachers College Press.
[2] Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. Chicago, IL: University of Chicago Press.
[3] Egan, K. (2005). An imaginative approach to teaching. San Francisco, CA: Jossey-Bass.
[4] Egan, K. (2008). The future of education: Reimagining our schools from the ground up. New Haven, CT: Yale University Press.
[5] Egan, K. (2011). Learning in depth: A simple innovation that can transform schooling. Chicago, IL: University of Chicago Press.
[6] Imaginative Education Research Group (2008). URL. http://ierg.net/
[7] Oldenburg, R. (1991). The great good place. New York, NY: Paragon House.
[8] Science Education for New Civic Engagements and Responsibilities. http://www.sencer.net/New/index-sencer.html

  
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