2 (2006) 4th International: Opening Doors to Imaginative Education 2006-07-12 2 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Putting the I in Imagination Haskvitz, Alan Insights into developing innovative ideas that can readily be implemented into the curriculum while enhancing standardized test scores, and how to initiate both community and administrative support are the ingredients in this offering based on one of the world's most successful programs and its objective of putting the "I" in imagination. Keying off of the impact of Howard Gardner's multiple intelligence theories and the Imaginative Education Research Group <http://www.ierg.net/> 's efforts, Haskvitz will give specifics on how educators can overcome individualization issues and instill confidence in students that results in improved problem solving and insightful decision-making experiences. For example, how did a student observation of a custodian washing down a sidewalk result in an integrated lesson that resulted in passed legislation? How applied imagination techniques turned a shared birth announcement into a lesson that actively impacts hospitals and patients. These and others will be examined as well as the importance of generating positive imaginative experiences from adolescent negativity.Bio: Alan Haskvitz attended university in Newfoundland and Ontario and spent ten years teaching in Canada. Currently working as an educator and featured speaker his work has been featured in textbooks, magazines, journals, and on radio, television and the Internet for his innovated ideas and successes working with all levels of students. He has been selected one of the best teachers in the Untied States by six different educational groups, was a USA Today All American teacher, a Reader's Digest Hero in Education, is in the National Teachers Hall of Fame, and has earned state and national honors in economics, agriculture, art, social studies, English, physical education, ecology, technology, and civics, Haskvitz writes an internationally syndicated column for helping teachers and another that covers new vehicle reviews. His website, http://www.reacheverychild.com <http://www.reacheverychild.com/> provides over 10,000 free links for educators and he is a columnist for http://www.educationnews.org <http://www.educationnews.org/> . His online resume' is at http://www.edu-cyberpg.com/ringleaders/al.html /papers/6b0ae095d7a8e03ce850af92fd12.pdf application/x-pdf /papers/ 3 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Multiple Intelligences and Second Language Acquisition Parrouty, Josiane To assume that an individual is not intelligent because he has trouble learning a second language or some other subjects has enormous implications. The learner could be strong in one or several other areas. Practice and special study could contribute to the development of his/her intelligence in second language acquisition. Students can compensate for their weakness in one area by using other areas of intelligence they are strong in or naturally prefer to use, providing the learning environment allows them to do so. Howard Gardner's theory of multiple intelligences views intelligence as a set of abilities, talents, and skills in nine areas: verbal-linguistic, mathematical-logical, spatial-visual, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, naturalistic, and existential. Teachers can help students identify their areas of strongest intelligence. Educators see individual differences as a challenge to search for new intelligences that capture their imagination. Clearly, the identification aspects of intelligence gives us another way to look at students and tap into their strengths. The reason we bring the theory of multiple intelligences to our classrooms is that it gives our students more avenues to succeed in L2 acquisition. Multiple intelligences offer more than one way to help students understand their world and learn. Each person has his/her own particular blend or amalgam of the intelligences. Imagine the possibilities of successfully developing the nine intelligences in your second language classroom! This oral presentation is aimed at language instructors who have some experience in the development of brain-based materials and tasks. Multiple teaching strategies which develop student's awareness and understanding of the links between language and culture are featured.Bio: Teaching and learning have been the focus of my life for the past twenty-five years. I am a mother, a teacher, a writer, and a workshop presenter. I had the privilege to present MI workshops in South Australia, England, and across Canada. I am a strong advocate of Emotional Intelligence and teach through the intelligences in my second language classroom. For the past two years I have been working on a doctoral degree in Professional Studies at Capella University. As a practitioner/researcher I strongly believe in Brain-based learning. My greatest inspiration came from reading about the Theory of multiple intelligences and using teaching strategies that motivated students in my French Immersion classroom. For ten years I was the editor of the Inform' APPIPC, an educational journal published twice a year for teachers in British Columbia and wrote many articles on diversity, multiple intelligences and teaching and learning in the 21st Century. My goal is to share the tenets of multiple intelligences with teachers and learners worldwide and to tell them about Dr Gardner's concept of a pluralistic intelligence in the educational setting. Josiane Parrouty, M. Ed. /papers/ application/x-pdf /papers/ 4 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Imagining to Read and Write: The Role of Imagination in At-Risk Children Successfully Becoming Read Sanders, Tobie This session reflects the body of research supporting the role of imaginative play in learning to be literate. Through imaginative exercises and articulation of research, the presenter will demonstrate how early childhood educators can be trained to scaffold and document children's imaginative play in service to the development of early literacy skills. The literacy precursor skills to be highlighted will include a robustly expanding vocabulary, letter recognition, oral language fluency such as the children's developing abilities to frame and respond to how and why inquiries, phonemic awareness including sensitivity to onset and rime, alliteration, and rhyme production. Attention will be paid to culturally responsive teaching supporting imagination and techniques to engage young children whose primary language is not the language spoken in school. Four themes systemically promoted by the Ohio (USA) Department of Education's Office of Early Learning and School Readiness will be addressed: 1) All children are born ready to learn. 2) Relationships are influential. 3) Environments matter. 4) Communication is critical. Theory, research, and practice to be shared are the culmination of the presenter's work leading a three year Excellence and Innovation project funded by the Ohio (USA) Department of Education Office and a two year project, funded by the Jennings Foundation and Capital University. Pre-service teachers, teachers, teacher educators, and those in positions of leadership in the early childhood education field will find value in the presentation. Bio: Dr. Sanders is a full professor at Capital University in Columbus, Ohio where she teaches courses in child development, developmentally appropriate practices, and early literacy. She is also a consultant for the Ohio Department of Education and co-ordinates Ohio's Core Curriculum Project for Early Literacy Learning in relation to Ohio's Early Leaning Initiative. Several puplications relevant to imagination in education include NAEYC's New Threads on the Loom: Trends and Issues in Early Childhood Education; Defending Play on the Ladder to Literacy Learning, Theory into Practice, The Ohio State University Press, and How to KRA-L (Kindegarten Readiness Assessment - Literacy): A Manual for Teachers and Other Educators. Dr. Sanders has recieved numerous awards for her engaging teaching style and has been recognized as Ohio's Outstanding English Language Arts Educator at the College Level. /papers/ application/x-pdf /papers/ 5 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 The Use of Contemporary Imagery in Art Education: Pokemon in the Art Classroom Pepin-Wakefield, Yvonne An action research project supports the argument that elementary arts teachers may use current popular images rather than traditional visual resources to enhance student motivation and participation in the art class. Contemporary imagery, defined as the visual culture prevailing in commercial media, when used in the art class room increased student/teacher relationships and student achievement across disciplines The research generated data which includes student questionnaires, observations and analysis of student work before and after the use of contemporary imagery, specific to a popular commercial icon, Pokemon.Bio: Yvonne Pepin-Wakefield is an artist and arts educator who lives in Port Townsend, Washington. For the past two years she has worked for Kuwait University in the College for Women, Department of Art and Design, teaching studio arts to young Kuwaiti women.  Eileen Reilich, is a horse woman and education educator who lives in Olympia, Washington. For the last eight years she has worked for Saint Martin's Univeristy isnpiring future generations of educatators.  /papers/b61bf021c4f28fff030a6a0bdeeb.pdf application/x-pdf /papers/ 6 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 The Art Studio and the Imagination Albano, Ana Angélica Using Pandora´s Box as a metaphor, this paper proposes a reflection on the role of the art studio in improving the imagination. Since 2004, I have been collaborating with the CPCD Project - an ONG which has been working, for more then 20 years, with children out of the school system - in many cities in Brazil, helping educators to teach art. Through a series of workshops, we worked with different kinds of activities that explored their imaginations using readings and discussing texts. We also organized small art studios with the same kind of materials they had in their daily practice with the children, where they could work freely, choosing their materials and themes. From all the activities we developed during the workshops, they selected the art studio as the most important as it provoked the deepest changes in their daily practice. We have reflected on why the art studio was so important for those educators. We observed that in the art studio, ideas and materials are waiting to be shaped. To give shape to the unknown is a worthy function of art. The imagination without control is fearful, and maybe that is one possible interpretation for the monsters of Pandora Box. However, we have to remember that Hope, which rests at the bottom of the box, may guide the imagination, carefully, to create a new order where curiosity will then be rewarded.Bio: Ana Angélica Albano works as a faculty professor in the Faculty of Education at State University of Campinas (UNICAMP), Brazil. She holds a degree in Visual Arts and a PH.D. in Social Psychology at University of São Paulo (USP). She coordinated social projects for arts initiation in municipalities in Brazil from 1983 to 1997. The focus of her research is the observation of the relationship between artist, artwork and teacher activities. She has published many papers about psychology of art, aesthetics education and is the author of two books: ™ Tuneu, Tarsila e outros mestres... o aprendizado da arte como um rito de iniciação. São Paulo Plexus, 1998. ™ O Espaço do Desenho: A Educação do Educador. São Paulo, Edições Loyola,1984. Currently Ana Angélica is a researcher associated with the Laboratory of Audio Visual Studies (Grupo Olho: http://www.fae.unicamp.br/olho/), since 1997, and with the IERG, since 2003. /papers/ application/x-pdf /papers/ 7 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 The Usage of Imagination as Base for Higher Learning Levi, Yacov The usage of imagination as base for higher learning Imagination is the conscious and semi-conscious capacity of the mind, to integrate the visual and audio input and integrate it with the former experiences of the mind and present it in a such a former, that the mental contents can be used to activate the output creating facilities of the mind. This paper demonstrates that the hand is the main organ to improve the visual perception and enable a dynamic visual imagination. Hand-Eye coordination is considered as solely as a guidance-device of the eyes, which enable the hand to do proper and smooth movements. No attention has been paid to the way the hand verifies the visual input, except by sight-impaired individuals. Most children, who rely heavily on their visual input as primary source of orientation, need special training to make the visual part of their imagination part of their thinking. The best-illustrated case for such a claim, that training is efficient, is the difference between young people exposed from early childhood to quick-changing video and audio material and between elderly people, who where exposed to such video and audio material later in their life. The same claim is true for handling modern electronic equipment. Only young people succeed to acquire the necessary haptic agility for working with electronic device with crammed input buttons. The fact that all knowledge is based on mastering language skills is not questioned here. But mastering language and creating a base for high-level intelligence is futile if it is done without assessing and cultivating the basic functions of the visual system per se. My work with students (age 9 - 16), male and female; normal, gifted and low performer; taught me the essentials of those basic ingredients of this dynamic visual input-elaboration system. Today it is established that the acquisition of intellectual and perceptual motor skills are done on identical mental pathways. My claim is that the imagination and the capability to manipulate seen and imaginary objects is an essential and neglected part of any education system. Field observations Observations done during a period of 25 year revealed that exist a direct correlation between classroom performance and the quality of the imagination that those students demonstrated in executing simple manual jobs. It can be shown with relatively simple means that all faulty action in a workshop are rooted in a poor imagination system to such a degree that a great part of students couldn't perform any mental operations on objects, which are not represented in the visual field in a frontal view. Those difficulties to make mental operations grow with the angle the objects are represented in the visual field; to a degree, that certain adjustments between object, tool and body, needed for a manual action, couldn't be learned. From these observations can be drawn the conclusion that we deal with a hierarchical system and that training is possible. Advanced learning is possible only by mastering basic levels step by step. Without this kind of training many students will never be able to benefit from secondary and university level education. One of the proofs for those claims is the fact, that many gifted children with high I.Q. , can fail miserably in school if they have not proper tools to use their imagination in a fruitful way. This paper will try to reveal those basic steps and elements in developing a dynamic type of visual imagination as an indispensable tool of intellectual development. So, what are the basic elements of the imagination system ? Orientations in the Visual -Field. (What is the language to describe an non-existing object on its way to become a real one) Basic perception 1.) Systematical screening of the visual field. (Lacking in most students) 2.) Orientation and apprehend directions in the visual field depending of a certain systems of relevance. (Own body versus room) 3.) Estimating physical objects, (distances and measurements) Point. 1.) Projection of an "Euclidian grid" on the visual field. (Non-existent in students with minimal brain damage). 2.) Finding the right start-point for organizing movement, tool and timing toward a specific goal. 3.) Fixing and coordinating the start-point for operations in an imaginary geographical outlay Line 1.) Translating real and imaginary lines into real objects. 2.) Transforming and retransforming 2D to 3D and vice versa 3.) Dividing lines in equal parts with and without measuring tool Meeting lines 1.) The right angle as prerequisite to construction of real objects 2.) Proportion and scale, symmetry and asymmetry 3.) Training to be able to form any angle 4.) Meeting and adjusting parts of an object which change their location in the visual field and are not in the same visual plane. Planes and shapes 1.)Performing a straight line with and without tools. 2.)Visual control of movements and the imaginary qualities involved. 3.)Using imagination in coordinating of body movements 4.)Using Imagination to overcome the restriction dictated by the limits of tools. 5.)Performing complex shapes by using special imagination tools. 6.)Using of special visual language to describe an object by the means of overlapping projections from different visual planes. Demonstration of common faulty strategies to obtain simple goals 1.) Incomplete screening of the visual field a- Painting an object without any control b- Lacking of an essential habit to act and execute without applying visual control after the first round of actions. c- Not knowing in which direction to move, not be able to find a starting point of executions. 2.) Restrictions in the visual field to a front-parallel view can be revealed by: a- Description of an object by concentrating on its frontal view b- Difficulties by moving an object from one visual plane to another one. c- Difficulties to move and fit real objects spread out in different directions and visual planes. d- Orientation in a physical layout, according to a pre-fixed view 3.) Conversion of round movements to linear movement with the help of Imagination a- Coordination of gross body movements b- Coordination of delicate movements c- Imagination guided movements in covered areas 4.) Conversion of linear movement to round movement a- Coordination of linear-working tools b- Tools in fixed position ;Imaginary movements by the work piece c- Movable Hand-tools; Imaginary movements with the tool. 5.) The object in space a- Imagining objects closed into a bulk material b- Imagining the composition of an object from parts c- Imagining overlapping constructions, fitting joints d- Grasping the construction of the space and the objects in space as straight angle constructions e- Grasping the difference between imaged perspective space and real space and vice versa. 6.) Working memory a- short term working memory to acquire routines b- long term memory to building visual and mental structures to store and handle knowledge Bio: Retired instructor for woodwork in Israeli Highschools. Born 1923 in Germany, since 1938 in Israel. Farmer, Soldier (WW II) teacher, without regular education. Devoted to a privat research into the Imagination manipulation capabilities of high-school students and their signifance for acquiring intellectual qualities. Analysis of manual accomplishments in a student Workshop /papers/a1526d204ccca11296fef2b932b7.pdf application/x-pdf /papers/ 8 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Hip Hop Hear Me: The new face of democratic education Churcher, Kassandra Born out of the civil rights movement of the 1960's and the political upheaval of the 70's, hip hop culture has come to represent the voices of marginalized people in North America and infact the world. In this paper I examine the content of hip hop music and the culture it inpires as a possible educational means in understanding and opening new dialogues in the classroom concerning democracy. Harnessing the power and creativity of hip hop to use in the classroom is a new and bold approach to initiating imginative lessons on citizenship within the humanities. The paper also takes a look at the impact that hip hop had during the 2004 United States Presidential elections in mobilizing and involving young people in the political process. I conclude that while hip hop has been confused with other forms of rap music which is known for being violent and misogynistic, it does have a place within educational dialogues. Bio: Born, raised, and educated in pituresque Montreal, Quebec. I supported myself as an early childhood educator while completing my Bachelor's degree at McGill University in ethics. When it came time to continue my studies at the Master's level, I decided to combine my philosophical training with my teaching experience to examine the moral and philosophical issues in education. My work centers on character education, and the uses of moral imagination yet I am also committed to critical pedagogy in the classroom as a means of redefining traditional education. democratic education, citizenship, hip hop, transformative dialogues /papers/ application/x-pdf /papers/ 9 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Imaginary Friends: What Literary Characters Can Teach Students About Finding Themselves Barber, Susan What is the "function" of literature and how can an education in the literary classics take the individual beyond the limits of postmodernism? Literature is many things to many people but the focus of this paper will be to examine the humanist view, which restores the aesthetic experience to the reader through imagination, identification and empathy for literary characters. This is of particular interest in the English classroom where textual flaws such as racism, sexism and other outdated views are acknowledged, but do not preclude literary appreciation of the Western classics. Through reflection, peer discussions and guidance from teachers, readers develop moral awareness from within their socio-cultural tradition, and benefiting from the aesthetic experience, also retain an openness to new ways of seeing or being and possibly transforming themselves. It is specifically because literature does not inculcate or judge values that students may arrive at a higher ethical awareness, which upholds inclusion and open-mindedness while avoiding moral relativism.Bio: Susan Barber is a doctoral student in Arts Education at Simon Fraser University, a fiction writer, teacher and instructor at SFU. For more than ten years, Susan has taught in secondary schools and universities in Europe, Asia, the United States and British Columbia. Her scholarly interests include philosophy and literature in education, aesthetics, creative writing and language arts teacher education. /papers/aca0431840218a11d7808f33769c.pdf application/x-pdf /papers/ 10 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 The Art of the Storyteller McKellar, Rod In this presentation, I will discuss research conducted at Cultus Lake school over a one-year period beginning in February of 2004. In this study, I examined the application of Kieran Egan's notions of imaginative education to the development of literacy among grade six students, including a number of Aboriginal students. In particular, I was interested in the use of narrative as a tool for teaching and learning. I will share with conference delegates my research findings, and notions of how imaginative education can best be used in school settings to promote literacy.Bio: Rod is currently competing his Ph.D in Curriculum Theory, and working as a research assistant with the LUCID project.He has been teaching English and philosophy at the high school level for 29 years. His hobbies include cosmology, writing bad science fiction, and making wine. /papers/ application/x-pdf /papers/ 11 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 5 ArtsBridge America: Bringing the Arts Back to School Brouillette, Liane The ArtsBridge America network provides an example of how community resources might be mobilized to provide arts instruction to children who would otherwise have no access to instruction in drama, music, dance or visual arts. ArtsBridge America is a school/university partnership that, over the last ten years, has grown from its original site at the University of California, Irvine (UCI) to include a network of 22 universities in 13 states (ArtsBridge America, 2005). Through ArtsBridge programs both graduate and undergraduate university arts students are given scholarships in return for providing standards-based arts instruction to K-12 students in close collaboration with K-12 classroom teachers. Statistics from the 2004-2005 academic year indicate that over 400 scholarships were awarded to university students who worked in approximately 200 schools, serving 15,000 K-12 students. This paper examines the origin of ArtsBridge, the strengths and limitations of the program, along with the effect that participation has had on university arts students. Bio: Liane Brouillette's research interests include school reform, as well as the role played by the arts in helping students to integrate the practical, emotional and intellectual aspects of learning. The arts-related research has focused on examination of student creative writing in order to better understand how knowledge already stored in memory functions in the process of interpreting and storing new information. She currently has two grant-funded projects underway, one at the elementary and one at the high school level, that use the arts to teach cognitive tools; students are then taught to use these same cognitive tools to improve their language arts skills. She also serves as Director of the Center for Learning through the Arts at the UCI Center for Learning through the Arts. Her publications include A Geology of School Reform: The Successive Restructurings of a School District (SUNY Press) and Charter Schools: Lessons in School Reform (Lawrence Erlbaum).  Maureen Burns serves as humanities curator of the visual resources center at the University of California, Irvine. Dr. Burns has long played a leadership role in introducing digital delivery systems for making stored images more available to UC faculty and students. She has a long-standing interest in arts education. She also serves as administrator of the eScholarship Repository of the Center for Learning through the Arts. /papers/Brouillette.pdf application/x-pdf /papers/ 12 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Imagination, Possibility, and the question of Sustainability Blenkinsop, Sean The purpose of this workshop is to begin, for some, and further, for others, a discussion that seems to be growing in significance. There seems to little doubt change is occurring in the global environment and that humanity, predominantly those in the north, is implicated in that change. It is also becoming apparent that any useful, cohesive, and substantive response to those changes is going to involve a shift, possibly substantial, in current educational practices. The hypothesis of this workshop then is that much of the responsibility for making this predicted educative shift will fall to those of us involved, in our various ways, in public education. As such it behooves us to begin to prepare for this eventuality. In this workshop we will begin by exploring several "basic keys" of ecology. This will be followed with an exploration of the implications for educational theory and practice if we are to take those ecological keys seriously. The last step of this discussion, at least within the scope of this workshop, will be draw connections to imaginative education and the role the imagination must, it seems, play in this larger project currently dubbed sustainability.Bio: Sean is currently an Assistant Professor of Education at Simon Fraser University and a Co-Director of the Imaginative Education Research Group. He has an extensive background in alternative education and has more than 2000 days of teaching and learning in the outdoors. He has a docotorate in philosophy of eduation from Harvard and research interests that include existentialism, relational epistemologies, and ecological dialogue. /papers/ application/x-pdf /papers/ 13 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 The Case of the 'Clue Unlocker Detectives': Looking at an imaginative media education program for Gr Stewart, Kym Although researchers and educators have long noted that media plays a major role in the development of children's peer and family culture, schools have been limited in counteracting these influences within the confines of curricula. My study is unique because, rather than supplementing existing curricula with a "media education" package, I aim to incorporate media education within classroom subjects. By collaboratively working with a Grade 3 Burnaby teacher and using the theories of Kieran Egan's imaginative education, students will become Media Detectives-in-Training. This training will provide the language, skills and tools to skeptically examine advertisements and programming, including a look at the mysterious case of 'branding', tracking down the 'product placement' culprits, and looking at the sly world of 'cross-marketing'. My project takes a 'Cultural Judo' perspective (Kline, Stewart and Murphy, 2005) which emphasizes reflection: allowing students to examine their own media use patterns, preferences, habits and the roles that media plays in their lives; deconstruction: providing students with opportunities and tools to deconstruct images, values, concepts and notions that they hold about media; and finally reconstruction: providing students with the language, tools and space to become active agents in the reconstruction of media images, values, concepts and ideas. Bringing media education into schools as an integrated aspect of the current curricula allows not only the acknowledgment of a strong and vibrant 'kid's culture', but it provides a platform in which to examine the impact of media on children's play culture, health, academic achievements, family and peer relations.Bio: After completing her BA from the University of Alberta, Kym spent one year teaching elementary school in South Korea. She returned to Korea in 2001 to conduct research for her Master thesis 'Informatization of a nation: a case study of South Korea's computer gaming and PC-Bang culture'. For 7 years Kym worked in the SFU Media Analysis Laboratory where she studied the roles of various media in contemporary Canadian and South Korean families, particularly the concerns of and the impacts of television programming and advertising on the children's imaginative play, sedentary lifestyles and aggression. In 2003 Kym coordinated a 'Community-Based Media Risk Reduction Pilot Project' in North Vancouver (www.sfu.ca/media-lab/risk). This work will be expanded during her PhD program as she seeks to develop an imaginative media education curriculum for elementary students. Currently she is also a researcher for the LUCID (Learning for Understanding through Culturally Inclusive Imaginative Development) project. /papers/ application/x-pdf /papers/ 14 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 The Characters of Curriculum Chodakowski, Anne This workshop will be have three components. In the first part, participants will be introduced to Rudolf Laban's notion of physical movement as comprised of body, effort, space and shape. The elements of effort (weight, time, space and flow) will then be considered in relation to characters' movements, voice and blocking. In part two, partipants will experiment with these elements, by taking up the roles of five characters from Commedia dell'Arte. In the third part of the workshop, partipants will consider ways in which these notions can be applied more broadly to help students inhabit or embody curriculum. Specific topics in the BC IRPs will be used as examples. Participants in this workshop will have both a theoretical understanding and practical examples of ways in which teachers can foster K-12 students' physical engagement with the curriculum--by creating activities and units which include movement, play, and drama in their curriculum design and implementation. Bio: Anne Chodakowski is a PhD student in Simon Fraser University's Faculty of Education. Her teaching background is in secondary drama and English. Her research interests include imaginative education, drama education and teacher education. /papers/ application/x-pdf /papers/ 15 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Speech-Acts, Practice and Imagination in Pre-Service Teacher Education Madoc-Jones, Geoff The paper considers how aspects of the following notions: MacIntyre's 'practices', Austin and Searle's 'speech- acts' and Taylor's 'constituent self understandings of practice', can help describe, explain and shape the discourse that takes place between experienced mentors and student teachers concerning 'imaginative educative teaching'. If teaching of this kind is a 'practice' then as part of any preparatory program for induction into it the dialogue between mentors and student teachers will contain certain constitutive speech-acts that are intended to further the 'goods internal' to that practice, and which also will enable students to appropriately express their intentions prior to a teaching session, to carry out the teaching acts, and to reflect and evaluate their performance after the teaching has taken place. It is argued that the situating of teaching speech-acts within a practice in this way is a necessary precondition for imaginative teaching and learningBio: Geoff grew up in Wales; came to Canada in 1968 and taught both elementary and secondary Language Arts from 1969 to 1985, mainly in small rural communities. Since 1985 he worked in the Faculty of Education as a teacher educator as well as a program developer in Graduate Programs. During this time he also completed his MA and Ph.D. in the area of philosophy, hermeneutics and language arts education. He is currently an Assistant Professor in the Faculty of Education as well as the Coordinator of EdD Programs. His research interests include hermeneutics, teaching poetry and the history of literacy. /papers/ application/x-pdf /papers/ 16 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Don't tell me, Show me: The Impact of Cinema in the Classroom Soujah, Souhail In a society defined by technology, where the currency en vogue is information, our ability to function as responsible citizens is compromised by our ignorance of the media in which we dwell. To this end, understanding how the media works and what parameters of influence it has upon us is no longer a luxury of social academics, but rather a necessity of every day life. Our ability to create and broadcast our own digital messages has taken us from a passive observer to an active learner. Where does imagination and creativity fit into this new digital age? Contrary to popular belief, technology does not limit imagination but rather expands upon it creating a new canvas for expression. Film and television are prime examples. Films inspire, educate, and entertain. No other media can do so much with a simple concept of moving images. Golden Secondary School has developed a curriculum that marries technology and creativity in the form of a film class. This course, taught at the Junior and Senior levels, both through traditional methods and e-learning, has evolved from a pragmatic credit requirement to an innovative class with a proven record of student films that have garnished awards at international film festivals. This article is an overview of the trials and tribulations and the success stories from this initiative, as well as a guideline to the curriculum and the teaching of this unique and rewarding class where imagination is given flight through technology. Bio: Laedership and Film teacher at Golden Secondary School, Golden , BC. B.Sc. Ecology and Environmental Biology (University of Toronto), B.Ed. (University of Regina), M. Ed. Technology (University of Southern Queensland). Currently in the process of developing e-learning course on Film Production in School District 6. Recently appointed Vice Principal at Golden Secondary School Film education, technology /papers/ed03c2edc2dd509c8640a15f3187.pdf application/x-pdf /papers/ 17 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Teaching English as a Second Language with an Imaginative Framework Broom, Catherine Students often find English-learning not only challenging and frustrating but also boring. This paper presents a unique approach to second language learning designed to engage students in an imaginative framework. It links second language learning to Egan's five key stages of learning, thus providing a new theoretical approach and new techniques designed to reinvigorate ESL. Egan's framework can be applied to second language learning effectively, as the stages of second language learning match well to his stages of cognitive tool acquisition. It is possible, in effect, to reconceptualize second language learning as the mastery of the ''tools'' of the second language. After linking Theory and Practice, the Imaginative Framework is applied to ESL: each stage is linked to its relevant language learning stage. First, in the Somatic stage, learning by the body, students are introduced to culturally appropriate gestures/body language, rhythm, and emotions. After which, at the Mythic stage, students learn vocabulary words through binary opposites, metaphors, and stories that contain ''multilayered'' meanings and emotionally-charged content. At the high beginner and low intermediate stage, the Romantic, students are introduced to reading and writing through engaging ''romantic'' stories, identification with heroes and the limits and extremes of life. They are also introduced formally to grammar, in a larger than life and enjoyable manner. At the Philosophic stage, finally, students learn complex language use and develop a deepened understanding of a language's flexibility. Each stage builds on the previous and aims to engage students imaginatively. Lessons and activities are included. Bio: I have taught for more than eight years in Vancouver and overseas, at the high school level. I am currently working on my PhD at SFU and am a research assistant at IERG. I am interested in a number of areas including: historical research, history of schooling and education, philosophies of education, and alternative philosophies. ESL; second language learning; alternative pedagogies; imagination; motivation /papers/ application/x-pdf /papers/ 18 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 An Inexhaustible Source for Imaginative Learning:"Great Things" Turning Classroom into Learning Comm Ieong, Sylvia SaoLeng The paper, beginning with a theoretical exploration into the three community learning models defined by P.J.Parker (1998), looks into one of the possible imaginative alternatives to teacher-centred and student-centred classroom teaching and learning. The presentation will then focus on an innovative learning model -- the community of truth joined by the grace of great things that turn the classroom into a genuine learning community. The paper is rounded off with examples of such great things as DNA, "being born", and "semi-colon", as well as "water", "wildlife", and "light and vision" to demonstrate that the sacredness of great and meaningful things is capable of bringing out the best of human nature and their mysteries become an inexhaustible source for imaginative and innovative learning.Bio: Sylvia S L Ieong, PhD, is Associate Professor & Associate Dean of Faculty of Education, University of Macau, Macao Special Administrative Region, PRC, with teaching and research interests in English education, Curriculum & Instruction and Translation Studies. Her publications include four books, over a dozen journal papers, scores of other academic papers and some translated works. innovative alternatives to tranditional classroom teaching and learning, with examples /papers/ application/x-pdf /papers/ 19 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Preface to the Educational Theory of Imagination Takaya, Keiichi The purpose of this presentation is to investigate the historical and philosophical roots of the educational concept of imagination. I will examine the following aspects of the concept's evolution. First, a prehistory to the emergence of the Romantic idea of imagination. Romanticism is usually considered as the root of the concept of imagination; also, the concept of imagination is usually understood to symbolize the Romantic revolt against the Enlightenment. However, the concept is indeed a creation of the Enlightenment. In order to show in what sense this may be the case, I will examine in some detail some Enlightenment philosophers' responses to John Locke's ideas in An Essay Concerning Human Understanding (1706); of particular interest are G.W. Leibniz, David Hume, and Etienne Bonnot de Condillac. Second, I will briefly look at some nineteenth-century educators' contributions to the development of the theory of imagination; they received some aspects of the aforementioned philosophers' ideas and extended them in a certain direction. While these educators did not explicitly appreciate imagination, I think that they contributed, albeit unwittingly, to the development of today's educational theory of imagination. Finally, I will describe how various ideas and sentiments developed in these historical phases came to be incorporated into today's educational theory of imagination. Bio: Keiichi Takaya was born and raised in Japan, and completed his Ph.D at Simon Fraser University in 2004. Keiichi is currently assisting Kieran Egan with his research programs and co-editing IERG publications. His research interests are in the philosophical and historical foundations of education in the Western tradition; for example, the historical development of the concept of imagination, and the influence of Pestalozzian ideas in the development of teacher education in North America. He is also investigating the culture of education in Japanese traditional arts. /papers/15effd5d18ed68cd85bf2cf44138.pdf application/x-pdf /papers/ 20 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Articulating Aesthetic Understanding Through Art Making Costantino, Tracie The Oxford English dictionary defines the verb to articulate as: "Pronounce distinctly; give utterance to; express in words; express clearly and fluently" and "Make distinct to sight etc." Both of these definitions are relevant to art criticism or interpreting art as they emphasize the importance of clear and fluent expression, whether verbal or visual (i.e., "distinct to sight"). In K-12 art education art criticism has primarily meant talk or writing about art. Terry Barrett (2003), in his recent book on interpreting art, includes talk or writing about art as a critical component of the interpretive process; "to interpret a work of art is to understand it in language" (p. 198). However there is a long tradition in adult education of artists responding to works of art through art making (from sketching to finished artworks). Since a primary goal of art criticism in art education is to develop students' aesthetic understanding, both verbal and visual modes are important for students to express their understanding of an artwork. This paper will present case study research of an art teacher who provided both verbal and visual means for students to respond to art while on a museum field trip. I will focus on how the students' artwork from their sketchbooks and drawings from memory present compelling articulations of their understandings of certain artworks, and discuss how this vehicle for visual expression demonstrates visual thinking and provides an opportunity for developing students' communication skills. Barrett, T. (2003). Interpreting art: Reflecting, wondering, and responding. NY: McGraw-Hill. Bio: Dr. Tracie Costantino is an Assistant Professor of Art Education at the University of Georgia. She received her Ph.D. in curriculum & instruction and aesthetic education from the University of Illinois at Urbana-Champaign and her M.A. in art history from Brown University. Her research focuses on K-12 arts education, specifically the development of aesthetic understanding, qualitative research methodology, and educational program evaluation. Dr. Costantino has published in several peer-reviewed journals, including Studies in Art Education and Educational Theory, and presented at numerous conferences including the American Educational Research Association, the National Art Education Association, and the American Evaluation Association. /papers/ application/x-pdf /papers/ 21 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Preformulations: Top-Down Language Learning Coreil, Clyde The word "imagination" refers to a frame of mind in which something is done as well as to a mental condition underlying inquiry of various sorts. This proposal refers to both. In my presentation, I will briefly define preformulations as chunks or fixed phrases, which seem to have evolved from the barks, hoots and howls of our hominid ancestors. They lacked the syntax necessary to conceive of and articulate variations of these preformulated messages which might mean "Danger from the air" in the case of a predatory bird, or "Danger from below" in the presence of a venomous snake." I wish to make the poiint that language is composed of preformulations as much as syntax, and that it is the imagination that brought them together. Of course that is theoretical. A more immediate application of this approach is that students--both Native Speakers and especially Non-Native Speakers--can profit enormously by focusing on preformulations as well as syntax. The concept uniquely attached to the preformulation can contain features from a higher register: "The right to trial by a jury of one's peers" and to a lower register: "It's right up your alley." By selecting the preformulations related to the topic of their attention, teachers can discuss the semantic features that constitute a certain preformulation. Alerted to this aspect of language--the relation between preformulations and syntax--students are offered a way into concepts. This is in close keeping with critical thinking and with the ability to recognize preformulations in the texts students encounter. Note: Preformulations are specific language structures that undergo little or no change, are composed of two or more words, are usually grammatical, and arise spontaneously--blocking alternate access to the concept which they create and to which they refer. They operate on the extremely powerful and rapidly activated agency of human memory. They are rarely rule-based and are acquired through exposure, that is, memory. The lack of exposure through speech, reading and cogitation is the cause of mistakes, even those that are fully grammatical but unacceptable: e.g., "He went to sleep" instead of "*He started sleeping". If a concept is housed in a preformulation, that preformulation will take precedence, regardless of whether or not it follows a grammatical rule. In addition, preformulations are recursive: that is, they can be joined to one another. In short, they play an enormously important role at the heart of language. Yet that critical role is neglected in theoretical linguistics as well as in applied linguistics.Bio: /papers/ application/x-pdf /papers/ 22 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Odyssey of the Mind Creativity Curriculum Beck, Roberta Theory is connected to the practice of imaginative education though curriculum. The Odyssey of the Mind program provides a curriculum for developing creativity in students from kindergarten to university. By developing student creativity, the program supports and enhances the goals of imaginative education. Odyssey of the Mind began in 1978 and is currently offered in 26 countries to thousands of students. Children apply their creativity to solve problems that range from building mechanical devices to presenting their own interpretation of literary classics. It's all about creativity, an often overlooked element in the growth and development of many students. Students participating in this program will learn skills that will last a lifetime. By working in teams, they learn cooperation and respect for the ideas of others. They evaluate ideas and make decisions, gaining greater self-confidence and increased self-esteem in the process. They work within a budget, so that they learn to manage money. They see that there is often more than one way to solve a problem, and that sometimes the process is more important than the end result. Participants of this workshop will get an overview of the Odyssey program and the tools they will need to share this information at a local level. The workshop will be presented by the Creative Problem Solving Society (CPSS), a not-for-profit registered charity organization which administers the Odyssey of the Mind program in Western Canada. Bio: Coach and trainer with Odyssey of the Mind for the past 6 years after a career that included training in the corporate world. /papers/9240c6a9be0f852cb40d0ec0a4b1.pdf application/x-pdf /papers/ 23 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Interacting Narratives: The Arts, Spiritual Practices, and The Transformation of Self Beattie, Mary The purpose of this presentation is to examine the interconnections between the chosen narratives and life narratives of three holistic educators highlighted from the larger SSHRC funded research study. The artistic, spiritual and aesthetic practices of these chosen narratives have shaped the lives of these educators in complex ways. This presentation illustrates the different ways in which these chosen practices have shaped the participants' knowledge, relationships with other people, and ways of being in the world. This SSHRC funded research is an in-depth inquiry into the learning experiences of eight, experienced and holistic educators which seeks to understand the interaction of narratives in their lives and to make meaning of the ongoing, lifelong learning in which they have chosen to engage. There is a need for a holistic and ecological approach to the initial and ongoing education of teachers. The reform and renewal of teacher education/ development requires a shift from a provider-driven to a learner-centred model and to an approach which includes the human, interpersonal, ethical, spiritual and aesthetic dimensions of teachers' learning. The study will explore the multidimensional aspects of educators' experience as they explore the connections or relationships between the narratives in their lives- the narratives they have experienced (familial, social, cultural, gendered, ethnic) and the influences of those narratives chosen for their influence and conditioning (literary, aesthetic, spiritual, ecological) in the context of their ongoing professional learning and professional practices.Bio: Dr. Mary Beattie is Associate Professor at the Ontario Institute for Studies in Education of the University of Toronto. Her SSHRC funded research study is an in-depth inquiry into the learning experiences of eight experienced holistic educators which seeks to understand the interaction of narratives in their lives and to make meaning of the ongoing, lifelong learning in which they have chosen to engage. Her work is a collaboration with three authors, Gail Thornton, Darrell Dobson, & Laura Hegge who are each OISE/UT doctoral candidates. /papers/806917c1f776aa47b4a39d42f748.pdf application/x-pdf /papers/ 24 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 "Hitting the Ground Walking" MacKenzie, Linda How to Create a Gifted/Challenge Program in a 60 Days. As the new principal of an independent school, I was faced with the dilemna of producing a gifted/challenge program where others had failed. Days 1-20 Finding out what didn't work...by being buttonholed by parents on Open House. Although I had training in gifted education through my learning assistance degree and workshops, I have never had the degree of pressure I felt on that night. Days 21-40 Letting others do the work...by having a parent meeting and finding out what their concerns were. I also got to know the students by ordering assessment tools which were non-existent. Seeing the first step of professional development for staff, I outlined a plan. Days 40-60 Using what I done at my last school, I began a Challenge Club for students which included a membership in Destination Imagination. My work has just begun!Bio: Linda MacKenzie has been an educator in both the public and independent school system for 30 years in more than four BC school districts. She is presently the principal of St. John's school in Vancouver where she oversees a program for gifted and talented students from Kindergarten to Grade 7. As a presenter last year, with Mary Ferguson, of BC Hydro, she presented on connecting corporate institutions with the education of youth in an imaginative way.  Ms Arndt works with Junior level kids in the Learning Assistance Centre at St. John's School, BC. Gifted Education /papers/ application/x-pdf /papers/ 25 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Add the Arts and Mix! Using a Sciencesthetics Approach to Expand and Enhance Students' Exploration a Mueller, Michael Science embodies robust adjectives of the emotional, imaginative, and intuitive human being. Yet, language used in science class is often dispassionate, unimaginative, and unintuitive-far too rational. The primary use of reason in the construction of language in science class may inadvertently perpetuate a science/ arts dualism which separates the natural world from the aesthetic world. Additionally, rational language may contribute to the frustration many science teachers experience when teaching exploration and inquiry skills. However, by embracing a new approach-something I refer to as "sciencesthetics"-teachers can provide opportunities for students to symbolize and structure their experiences. This approach liberates students as they reinvent themselves through the use of metaphors, similes, and the invention of words. Sciencesthetics integrates the natural sciences and the arts, which promotes more authentic conversations and significant inquiries. Here, I discuss the importance of emotional, imaginative, and intuitive language as essential thinking tools that can expand and enhance students' exploration and inquiry skills in science education. Further, I discuss the emerging theory of sciencesthetics as an overarching project of teaching and learning science in more aesthetic ways.Bio: Michael P. Mueller is Assistant Professor of Education at Roane State Community College in Tennessee, USA. His research interests include teacher education; cultural and ecological sustainability; curriculum and instruction in science education and environmental education; education foundations; environmental schools; and the nature of science in science education. His most recent article, ''Crater Appeal'' appeared in the NSTAs The Science Teacher Journal, Summer 2006. Sciencesthetics; Environmental Education; Science Education; Constructive Thinking; Arts; Aesthetics /papers/3e94582d0fb1b3d6d21bf0c52195.pdf application/x-pdf /papers/ 27 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Teaching Values via Imaginative Education - A Values Clarification Approach Nielsen, Thomas W. For the past 18 months, Thomas has been working with the Australian Department of Education on a nation-wide research project to enhance values education in Australia. About 160 schools across Australia are involved in the Values Education Good Practice Schools Project (VEGPSP). As a University Associate Network (UAN) person in this project, Thomas has taken the opportunity to conduct a case study into the importance of imaginative education in relation to the formation of sound moral impulses. Presenting classroom examples and underlying teaching principles, he argues that imaginative teaching is essential in any type of values education, particularly if a constructivist view of values clarification, as opposed to values imposition, is favoured. As such, a warning is offered about the potentially counterproductive push for 'character' education, as seen in America, as well as the nationalistic approach to values education sometimes emphasised in Australia.Bio: Dr Thomas William Nielsen is an IERG associate and a Lecturer/ Ass. Prof. in Education Studies at the University of Canberra, Australia. He has a PhD in holistic and imaginative education, and has worked as an educator across early childhood, primary and secondary education. Dr Nielsen advocates that educators teach via the imagination in order to cater for the whole person-mind, heart and hands. /papers/ /papers/ 28 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Imagine Scientistically:An approach to helping students develop a scientistic attitude Hameedy, Mansoor A. The ability to imagine, not only develops during what Piaget has called the pre-operational stage, but also helps with the cognitive, affective, and active or behavioral development thereafter, by providing what Vygotsky has called a zone of proximal development. Hence it is a resource that can help with the development of a scientistic attitude in students. A scientistic attitude is the learned (developed) cognitive, affective, and behavioral predispositions, similar to those of a true scientist, in regards to the universe in general, and science in particular. As students' learning assistants, teachers can tap into the said resource and help students construct an attitude that paves the way for a better understanding of, feeling toward, and interaction with the universe, as was done imaginatively with groups of Iranian students. Studies show that the scientistic attitude is lacking or lagging among Iranian students, rendering the huge expenditures of resources less than useful. An imagination-based approach was taken in a research methods class wherein the students were invited to imagine a scientist and the tasks performed while doing science. At each step of the way, the expressed imaginings not only provided ample opportunities for lively discussions and interjections about the topics relevant to the course but also gave rise to writing assignments that ended up with a research proposal. The groups of graduate students who used this approach showed much improvement in the strength of their scientistic attitude as indicated by both an attitudinal scale and the quality of the proposals written. Bio: Born in the now quake striken city of Bam, Mansoor went to highschool in Tehran and then to Arizona for a college education in teaching math, English, and educational psychology. He has taught at the University of Arizona, University of Virgin Islands, and Johns Hopkins University prior to the University of Tehran and now Alzahra University in Tehran where he is working on ways of helping Iranian students develop a more scientistic attitude towards science at least.Dr. Hameedy has written a number of papers in this area and presented some of them at the AERA and other international conferences. /papers/ application/x-pdf /papers/ 29 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 The Story of the York Boat: Settlement of the West and Archimedes' Principle Karrow, Douglas Science and the imagination are often and unduly thwarted. Science education and the imagination are as unlikely a combination. The purpose of this workshop will be to demonstrate that science/science education and the imagination are essentially paired. Toward this purpose, the theory of Kieran Egan (1986, 1990, 1997) and the practices of a former elementary school science teacher and current teacher educator will be juxtaposed to bridge the theory/practice gulf. The aims of this workshop are multifold: (a) to provide a brief overview of Egan's Teaching as Story Telling alternative curriculum planning framework; (b) to demonstrate, using The Story of the York Boat, how the alternative curriculum planning framework can be used to integrate science and technology, with society and environment (STSE Education); (c) to identify curricular learning expectations, learning strands and units within provincial science guidelines as they relate to our story; (d) to provide workshop participants with first hand experiential lab activities where they explore the factors that affect buoyancy; and lastly, (e) to begin to understand and appreciate the complex relationship between science, technology, society and environment and the role that imagination plays in unifying them. This workshop will be of interest to a variety of participants, namely but not exclusively: pre-service and inservice teachers, teacher educators, and science educators. Although the activity is designed for use at the elementary level, it can be adapted for use at the secondary and post-secondary levels. Bio: Douglas Karrow (Ph.D OISE/University of Toronto) has taught in a variety of contexts at the elementary and post-secondary levels. He is currently teaching science education in the Pre-service Department, the Faculty of Education , Brock University, Hamilton, Ontario. His research interests include: science education, imagination, environmental education, place-based education, epistemology, ontological education, metaphysics and technology. Recent methodologies include interpretive inquiry considering phenomenology and hermeneutics as alternative epistemological avenues. /papers/ application/x-pdf /papers/ 30 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 The Effects Of Postmodern Narratives And Pedagogic Changing On Contemporary Museum Design As An Imag Nalcakan, Meral The Effects of Postmodern Narratives and Pedagogic Change on Contemporary Museum Design As an Imaginative Learning Environment *Prof. Dr. Meral Nalcakan, R. Assist. Ozge Kandemir. Today museums' content and the process of communicating this content to visitors are changing in the world. This development, referred to as pedagogic change, affects all contemporary museum design. Generally, pedagogy containing science, practical thought, technique, and art consists of two components. Pedagogic content refers to what is accepted and given as information. The process of communicating this content in other words, pedagogic style, refers to the way information is given or the method used to transmit this information. In the Modern era, information is objective, neutral, seperated from subjectivity, and reduced to science based on positivist philosophy. There is not any information except what is derived from natural science. Universality is valid for sociology as it is for natural science. The human mind is perceived as a blank slate in the process of obtaining this information, so humans have no apriori knowledge: concepts, opinions, ideas. In the Postmodern era, individual as an "existence" and society are important, information is received related to culture and truth related to language. Thus, the content of museum pedagogy consists of everything which is accepted as information and which is desirable to learn. The style of museum pedagogy tends to individuals. It answer their interests and needs. On this direction, museum pedagogic style evaluates the scale of museums' space construction with multiple mediums, technologies, activities, ect., as an effective means of enabling their visitors to research, argue, entertain, create, and "imagine." This study aims at evaluating the impact of Postmodern narratives and pedagogic change on contemporary museum design as an imaginative learning environment through examples. Bio: Education 1993 Ph. D. Architecture Istanbul Technical University School of Architecture, Istanbul, Turkey. Dissertation "The reflections of historical and cultural continuity on the changes of physical environment and the Eskisehir example" 1986 Bachelor Degree of Architecture, and Master of Architecture Mimar Sinan University School of Architecture, Istanbul, Turkey. Administrative Tasks 2004- Department Head, Anadolu University, Fine Art Faculty, Interior Design Department, Turkey 1998-2003 Department Head, Anadolu University, Fine Art Faculty, Interior Design Department, Turkey Academical Titles 2004- Professor: Anadolu University Fine Art Faculty 1997-2004 Associate Professor: Anadolu University Fine Art Faculty 1993-1997 Assistant Professor: Anadolu University Fine Art Faculty Some Publications Nalcakan, M., Ucar, O.M.," A Stop On The Silkroad II-17th Century Ottoman Caravanserai in Vezirhan", World Congress on Environmental Design for the New Millennium-Cultural Design, Seoul,Korea, 521,November, 2000. Nalcakan, M., " A Promising Project For The Old Industrial Settlement In Eskisehir", World Congress on Environmental Design for the New Millennium-Cultural Design, Seoul,Korea, 554,November, 2000. Other papers prepared by two Authors are in the Additional Author's cv  Education 2005 MA, Master of Interior Design, Master Thesis " The Effects of Pedagogic Changing on Contemporary Museum Design Approach", Anadolu University, Turkey. Between 2001-2005 2000 School of Foreign Languages, English Program Dokuz Eylül University, Izmir, Turkey. Between 2000-2001 1999 Bachelor Degree of Architecture, Osmangazi University, Turkey Between 1994-1999. Publications 2006 "A Contemporary Museum Design Approach for Learning Museum through Cultural Communication Environment" , XIX Congress of the International Association of Empirical Aesthetics, France, August, 2006 (proposal accepted as a paper presentation) Authors: Meral Nalcakan, Ozge Kandemir. 2004 "Pedagogic Changing and Museum Design During the Transition From Industrial Society to Information Society", Hawaii International Conference on Arts and Humanities, USA, January, 2004. Authors: Meral Nalcakan, Ozge Kandemir. 2004 "Museum As Means of Communication Between Societies In Seeking Permanent Peace Environment", International Gazimagusa Symposium, Cyprus, April 2004. Authors: Meral Nalcakan, Ozge Kandemir. 2004 "Contemporary Museum Approach and Historical Sites", Seventh Museum Seminar, Military Museum and Culture Site, Istanbul, Turkey, October 2004. Authors: Meral Nalcakan, Ozge Kandemir. Awards 2004 Semi Final, 2004 Marxman Design Competition, Holland. 2002 Ist Price Award, VDID/DSM Somos "ProtoFunctional Design Competition", Germany. /papers/5fb10ee67deda58cd8fd180864aa.pdf application/x-pdf /papers/ 31 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 The Text of Image, the Image of Text Manna, Concettina Between text and image there is an obvious difference. The text presents certain meanings, and the image presents shapes. They are two forms of representation of objects which can also be distinguished structurally: the text is discursive and almost always linear in structure, while the image is a simple structure that is uniformly perceptible. As Eugène Delacroix says, when a picture is painted, a thought is not written. Nevertheless, a subterranean link exists between text and image: a text conjures up images, just as a picture prompts thoughts. Through the analysis of some examples in this study, we will consider the problem of how verbal and non-verbal language draw upon a pool of symbols. Significant proof of this is found in dreams and illusion.Bio: PhD in Methodology of Educational Research  Professor of Pedagogy at University of Salerno. Director of Department of Education Science  /papers/ application/x-pdf /papers/ 32 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Storytelling in the Classroom: Our Words Springing to Life Binder, Marni This interactive presentation is based on experiences that embody the significance of a storytelling project in a Toronto inner city school. Through viewing a video and published works, participants will discover how storytelling provides insight into the world of the students they teach and the communities they work in. The significance of telling, drawing, painting and writing stories enables an inclusive and powerful union of school and community to take place. We will also engage in storytelling activities that can be used in the primary, junior, and intermediate classroom. Through story-making, teachers and students reconstruct their world by placing themselves in the story and relating it to their reality. It is from these experiences that stories spring to life and become an illuminating force in defining who we are at personal and professional levels. ________________________________________________________________ Bio: Marni Binder, Ed.D, has been an educator in the inner city of Toronto for 23 years. She has taught primary students, and has been a school literacy coordinator, and librarian. Her doctoral studies explored the phenomena of the visual arts and literacy for young children in the inner city. She has given workshops to teachers and teacher-candidates from York University and OISE/UT on inner city issues, equity, holistic and art education, and children's art and literacy. Marni has published articles on holistic education, visualization, visual literacy, curriculum reform, and child art. She is currently a Course Director for The Faculty of Education, York University. /papers/ application/x-pdf /papers/ 33 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 The Storypath Approach: Engaging Reluctant Learners in Democratic Lessons McGuire, Margit This workshop will provide a hands-on experience to demonstrate the Storypath approach introducing the elements of setting, character and plot-the basic elements of the curriculum structure. Storypath, based on the Scottish Storyline, has demonstrated success in engaging reluctant learners in subjects they often find disparate and far removed from their own experiences. In the Storypath approach, a narrative is constructed to connect subject matter for a topic into a sequence of learning experiences. Students participate in their learning experiences from the viewpoint of a character in the narrative. They engage in role-play that treads a path between imagination and reality, constructing their understandings about the subject matter. This workshop will focus on civic understanding and active community participation demonstrating how Storypath creates purposeful lessons to foster democratic understanding. Thus, Storypath relies on plot as a way to organize civic concepts and dispositions and apply critical thinking and literacy skills to tackle problems. Plot by its very nature piques students' curiosity and sets the stage for questioning: What happens next? Which way will things turn out? What should we do? When students are the characters in the plot and must answer these questions, they become engaged and create personal meaning from such experiences-so critically important for students who are reluctant learners in the context of schools. The workshop will conclude with an exploration as to why reluctant learners find Storypath worthy of their time and effort and are willing to meaningfully engage in the Storypath approach.Bio: Margit E. McGuire is Director and Professor of Teacher Education at Seattle University and a former president of the National Council for the Social Studies. She is the recipient of the Washington Award for Excellence in Teacher Preparation and has presented nationally and internationally on topics related to social studies and teacher preparation. She is the author of the Storypath Program and has written 19 Storypath units all with a strong civic participation focus. Three additional Storypath units are available on the WEB. She routinely teaches in highly diverse elementary and middle school classrooms to further develop her understanding of the Storypath approach. Additionally, she is engaged in a number of Storypath research projects both in Seattle, USA and Sydney, Australia.  Bronwyn Cole is Senior Lecturer in Education at the University of Western Sydney. She has presented nationally and internationally on Human Society and Its Environment (HSIE). She has served on the New South Wales (NSW) Department of Education HSIE K-6 Syllabus Advisory Committee and continues to advise the department on a number of educational issues. Currently she is involved in The Fair Go Project (FGP) in NSW. This research project comprises on-going research into student engagement in Priority Schools Funding Program in culturally diverse, low socio economic areas (low SES schools), mainly in South-Western Sydney, Australia, but also, for comparative purposes, in similarly low socio economic areas of Seattle, USA. She has introduced the Storypath approach into Australian schools and has focused on this approach for the FGP. She routinely teaches Storypaths in schools in NSW and collaborates with teachers on ongoing research endeavors related to the approach. /papers/a39bd739f2daedaf4ab9a4fdfa43.pdf application/x-pdf /papers/ 34 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Computer Games, Learning, Imagination, Discourse McDougall, Julian There is a wealth of recent and current research exploring computer games as texts, with particular emphasis on the extent to which they transgress traditional text-reader relations, offering players the opporunity to both read and write the story. Arising from this notion of new literacies, both teachers 'at work' and more distanced academics have made claims for the potential of computer / video games to facilitate transformative learning by enhancing imaginative agency, whether inside or outside of educational settings. In addition the initiated are provided, by this set of research and theory, with some informed, intellectual responses to the inevitable 'moral panic' mobilised by the parent culture around the proliferation of video / computer games. This study is informed by this body of research and shifts the focus to the relationship between teacher, student, game and imagination and play, curriculum and assessment. The outcome, presented in this paper, is a range of discursive data in the form of teacher talk and student talk about gaming, private and social play, formal education and the boundaries we place between the classroom and young peoples' media-heavy life worlds. A typology is offered which measures (in the discourses at work in statements made about games) degrees of insulation (from Bernstein, 1990) evident between private and public learning contexts, fun, imagination and testing. Where Egan (1997) suggests that imaginative tools are neglected in much of pedagogy, this paper explores the potential of games to be grated legitimacy as 'learning play'. The paper is accompanied by examples from games under three categories - those that have presence in lifeworld with little perceived correlation for learning, those that are attracting attention in pedagogic discourse, and those constructed explicitly as 'edu-tainment'. Bio: Dr Julian McDougall is Programme Leader for Combined Honours degrees at Newman College of Higher Education in Birmingham, England. He is the author of "The Media Teacher's Book" (Hodder, Arnold, 2006) and has a teaching background in Media Education. His research interests lie in the areas of media education, technology in education, curriculum framing (the relations between media and english education in the UK) and subject identity and critical discourse analysis in relation to teacher identity. His current research project explores the tension between learning and assessment in relation to computer games as a tool for the imagination. At Newman he is developing a new Media and Communication degree, and teaches the sociology of education, critical theory and education, 14-19 education, media education and new technologies in education. Previously he has taught Media Studies for a decade in further education, and has experience as a teacher-trainer, examiner and awarding body subject office for Media Studies. /papers/ application/x-pdf /papers/ 35 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 The traveling story suitcase Albano, Ana Angelica The Sementinha Project (or the school under the mango tree) is an educational experience, which has been developed in Santo Andre, an industrial city in Brazil. The Project attends to children from 4 to 6 years old, out of the school system, and considers the whole community, where the children live, as a space for learning. The main concern of the Project is to provide experiences for learning in a playful way, involving the community, building respect and responsibility and developing citizenship. In order to improve children's imagination and skills for reading and writing their own stories, we created this project called, "The travelling story suitecase." That project involves children, educators, parents and neighbours, giving them access to literature and providing story-telling moments. By giving everyone the opportunity to develop their enjoyment of literature, the traveling story suitcase builds effective emotional connections between the family and their children. From the experience of the travelling story suitcase in different communities in Santo André, we had the opportunity to learn, deeply, many stories brought up by educators, children, parents and other members of the community. The stories are filled with popular culture and children's imagination; therefore, we keep hoping to be able to develop and enhance the children's creative potential through the ability to tell stories. After introducing the suitcases in 2004, they circulate for a period of time in their group of origin and then they go traveling with their stories to other groups.Bio: Ana Angélica Albano works as a faculty professor in the Teaching Methodology Department at State University at Campinas (UNICAMP), Brazil. She holds a degree in Visual Arts and a PH.D. in Social Psychology at University of São Paulo (USP). She coordinated social projects for arts initiation in many municipalities in Brazil from 1983 to 1997. The focus of her research is the observation of the relationship between artist, artwork and teacher activities. She has published many papers about psychology of art, aesthetics education and is the author of two books: ™ Tuneu, Tarsila e outros mestres... o aprendizado da arte como um rito de iniciação. São Paulo Plexus, 1998. ™ O Espaço do Desenho: A Educação do Educador. São Paulo, Edições Loyola,1984. Currently Ana Angélica is a researcher associated with the Laborarte- laboratory of studies about art teaching- in Unicamp and with the IERG.  Ronnie Corazza is an actor and an art educator, working at the Education Departament of the Municipality of Santo Andre, in Brazil, where he is the coordinator of the Sementinha Project. /papers/ application/x-pdf /papers/ 36 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Stories and Metaphors as Doorways to Implementing Imaginative Education northcott, victoria This roundtable discussion is about what happens when we engage in stories and metaphors as doorways to imaginative education. This discussion is grounded in the stories and metaphors of our doctoral research inquiries. We understand the sharing of personal and professional stories of teacher development as ways to implement imaginative education. We focus on the metaphors that emerged from these stories and how they promote integrated states of living and learning. Arts-based narrative theory and hermeneutic inquiry were used to open up alternative ways of seeing, thinking, and being. We reconstruct stories to identify key metaphors and to understand how they form and inform our present and future living learning experiences. We focus our discussion on the connections between theory and practice asking, What are the relationships between creative imagination and integrated learning? How do we experience creative imagination in educational settings? How can we promote experiences of integrated learning in our education systems imaginatively? In the telling and reconstructing of our stories and metaphors we experienced a deepened more integrated learning experience. This kind of research reveals the power of personal stories and metaphors as doorways to self-knowledge and is essential to creating and sustaining integrative states of living and learning imaginatively in education. Bio: Victoria Northcott completed her Ph.D. in teacher development from the University of Toronto in 2005. Her thesis, Dialogues and Inter-facings: Spirituality and Arts-Based Educational Reseach, is a qualitative inquiry into female leaders in education. She is presently seconded to the Ontario Ministry of Education as Litearcy Lead from the Simcoe Muskoka Catholic District School Board in Barrie, Ontario. Her interests include arts-based education and teacher education.  Jo-an Collins has a Ph.D. in teacher development from the University of Toronto. Her work focuses on image, narrative and how learning takes place. Her most recent work is an inquiry into the role of meditation in learning. She is presently developing a website called Among Teachers. She can be reached at jacollins_1999@yahoo.com. /papers/ application/x-pdf /papers/ 37 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Ex/posing Stereotypes: Promoting Awareness and Activism in Areas of Social Justice through Drama White, Vincent A group of students in the seventh grade rehearsed and performed a play that involved them stepping into characters which represent various gender and age-related stereotypes commonly characterized in popular media. This study follows their journey in gaining greater awareness of various forms of stereotypes, recognizing their pervasive use in mass media, and becoming motivated to use drama to teach younger children about them. The research explores a number of innovative approaches to promoting awareness and activism in areas of social justice through drama. The results encourage further discussion on how young people can be provided opportunities to play a meaningful role in social responsibility within their school communities. Bio: Vincent White is a doctoral student in the Centre for Cross Faculty Inquiry at the University of British Columbia. His research interests include using performative arts to explore areas of conflict and social justice with students in the intermediate grades. Vincent has worked in the public education system as an administrator, counsellor and classroom teacher. In each of these capacities, he has employed drama to promote awareness and facilitate systemic change at the classroom and school-wide levels. /papers/ application/x-pdf /papers/ 39 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Counting with geometric figures, measuring with numbers (from Regoli to Hit-or-Miss method (with jel Cardone, Giuseppe Imagination is the human ability of transforming, for some purpose, a little snake, for example, into a dragon. It is the ability to change, in a world where the force of gravity is ten times lower than the earth's, an enormous stone's behaviour into that of a balloon, or if we want to imagine moving the stone, turning ourselves into an ant able to lift ten times its own weight. Imagination, therefore, is the practice of changing a point of view in order to build and to solve problems. G. Polya suggests that if we wish to solve a mathematical problem we should, ''Look at the unknown! And try to think of a familiar problem having the same or a similar unknown.'' If imagination can be the practice of changing a point of view, the practice of mathematics can involve changing some problem that is unknown into a similar problem seen before. In primary school, natural numbers are built using ranging parallelepipeds of two dimensions equal to 1 and of length 1, 2, 3, . .. , 10 (''regoli''). The measure of this world is, therefore, the 1 sided cube. Pupils count with this manipulative. We will describe the ''sweet'' proposal, based on the Hit-or-Miss method with jelly beans, and show how one could modify this manipulative to answer the question ''How many ways can this strange figure fit into this known one?'' We can then ''count'' a shadow on the table or Mickey Mouse's face or a spot of color. If it is possible to count with geometric figures, we will demonstrate, it is also possible to measure, to assign an area, with numbers!Bio: PhD in Mathematics; Assistant Professor in Mathematical Analysis  PhD in Applied Mathematics  PhD in Applied Mathematics /papers/ application/x-pdf /papers/ 42 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Dust Away the Cobwebs. Scouller, Dianne The debate over academic achievement continues unabated in most western countries, suggesting that no particular curriculum model has yet received widespread acceptance. However the classical model is gaining support from Christian and secular schools in the USA as a protest against humanist approaches believed to be relativistic, deconstructive and in essence anti-intellectual (Wilson, 2003; Durden, 1994). Supporters claim that a curriculum based on the trivium of grammar, dialectic and rhetoric best prepares students of all ability levels for a truly integrated life. For Christian schools there is a strong commitment to living a life of obedience to the Word of God. The stages of the trivium not only define the curriculum content but also define stages of child development, thus determining pedagogical decisions. This paper investigates these claims, giving particular attention to the intriguing juxtaposition of the rationalism of Greek epistemology with the more holistic biblical, Hebrew perspectives. It is argued that modern students are deprived of any sense of cultural heritage which can only be restored with a study of Ancient Greek and Roman culture and languages. Hansen & Heath (2001) bewail the deep loss incurred by casting aside traditional content and curriculum perspectives. Proponents of a return to classical education, be it Christian or secular, believe that this is the only effective way to restore depth and true value to schooling. Bio: After teaching for 30 years in New Zealand secondary schools, I am currently a lecturer at MASTERS Institute, a private teacher training institute in Auckland, New Zealand. This paper is part of a doctoral study of classical Christian education, with special emphasis on its impact on the teaching and learning of mathematics. /papers/e2894457105d0aef0f95946e861e.pdf application/x-pdf /papers/ 43 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 On the Whiteness of Clouds: Integrating the Cognitive Arts into the Imaginative Education Framework Schofield, Andrew On the Whiteness of Clouds is a critique of Egan's (1997) philosophic cognitive framework. I argue that Egan's framework privileges discursive and propositional logic, resulting in a framework that is incomplete. Drawing on Suzanne Langer, Jerome Bruner, and Elliot Eisner I rectify Egan's privileging of propositional logic by arguing for a concomitant recognition of the presentational logics of the arts. The paper is divided into four sections. In section one I introduce my argument and summarize Egan's Philosophic Cognitive framework and tools. Section two outlines the essential elements of Langer's symbolic philosophy, Bruner's cognitive psychology, and Eisner's defense of the role of the arts in the curriculum. Section three offers a reconceptualized Philosophic cognitive framework. Here, I define the cognitive tools that inhere within a framework mediated by presentational logic. In section four I show how my model is brought to life in my classroom, a Youth Literacy Program catering for at-risk designated adolescent youth. The paper ends with three policy recommendations that, if implemented, would support imaginative education and ensure the ongoing relevance of public education.Bio: Andrew was a teacher, teacher educator, and school district administrator in his native South Africa during that country's transition to democracy. He served on Provincial and National education policy task teams and developed a research based training program for proposed new National Teacher Appraisal policy. As a district administrator Andrew formulated an approach to school-community integration and development, an experience that forms the basis of doctoral research underway at the University of British Columbia. To apply his approach to school-community development in a first world context, Andrew returned to the classroom in 2001. He is currently teaching and researching in an inner-city school working with at-risk designated Secondary school students establishing the field of youth literacy. Andrew has a book and several journal publications under his belt. /papers/ application/x-pdf /papers/ 44 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Metaphoric Games for Learning McRee, Ruth (This workshop can be expanded to two hours.) METAPHORIC GAMES for LEARNING This workshop explores the use of Metaphoric Games as a way of helping students make connections to history. Connections to other subjects will come at the end of the session. Metaphoric Games come out of classroom and theatre practices that help students learn through strengths not usually addressed in classrooms. Because they use movement, sound, shapes, collaboration and reflection, students experience dynamics and make connections within a subject in personal terms before they are asked to take on new information. Metaphoric Games are developed to clarify a key dynamic within a chosen subject matter. They root learning in somatic and human experience. In this way all the arts found in drama become useful avenues for educators to teach effectively. Participants in this workshop will take part actively to experience something of what the students in a fifth-grade Social Studies class would. The subject in this case will be the period leading up to the American Revolution. The focus is on some of the points of view held by various groups that participated in that era: Patriots, Women, Children, Loyalists, Native Peoples, or African Americans. Stories drawn from primary sources are used to engage students in pantomime. Students create images that stimulate stories or inner-monologues to flesh out their fuller understanding of situations. Discussion following such "games" is essential. Such discussions help students become more empathic and conscious of their feelings and thoughts about what is happening in their present experience, and in the historic period. __________________________Bio: Ruth McRee is a Teaching Artist with PLAYWORKS in Seattle, Washington. She holds a Masters Degree in Theatre and has studied with such leaders in the field of Process and Creative Drama as: Cecily O'Neill, Brian Way and Ruth Heinig. Her training and experience in professional theatre and as a classroom teacher provide a unique base for her work with elementary teachers and students. She conducts classes in public and private schools, as well as Drama-for-Learning workshops for classroom teachers. She is part of a team developing a Theatre Endorsement program for Teachers at Antioch University, in Seattle. Ms. McRee is currently working on a book titled "Metaphoric Games for Learning." /papers/ application/x-pdf /papers/ 45 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Putting "Human" back into the Humanities: Empowering the Poor through Education Dardano, Joe In this paper, humanities teachers will have an opportunity to consider the central notion of the dignity of the human person as the basis to construct a humanities curriculum. The presenter will offer examples of curriculum materials used at the Hope Learning Centre in Vancouver's DTES (downtown eastside). The thesis?---An authentic humanities curriculum can educate and unify such diverse people such as ex-prostitutes, recovering drug addicts and alcoholics, refugees, immigrants, international visitors, pimps, gangsters, schizophrenics, manic depressives, etc… This paper argues that creating curriculum to reflect a fractured world (ie. A world composed of competing political groups) is not education but regurgitation; and in many cases it is indoctrination. Education involves lifting up the student to consider ideals that empower and encourage the human person to find their path and meaning in life. These ideals involve reading, writing, discussing and debating issues that deal with all people, not just certain political or ethnic groups or limiting the humanities to analyzing social structures. Essential to delivering a "human-based" humanities curriculum is a commitment to great literature. Great literature stimulates thought, debate and consideration of human issues that transcend the narrow and transitory political agenda. This paper will attempt to bring the "human" into the humanities offering hope, especially for the poor. The one thing that unites people from diverse backgrounds together is their common humanity. We are all human. A curriculum based on the human being unites people to the curriculum, to the teacher and to each other. The result is that learning becomes interesting, relevant, exciting and empowering. Bio: Created The Hope Learning Centre in 1997 in Vancouver's Downtown Eastside. I Coordinate and teach adult upgrading (GED) and oversee ESL and Employment Programs. My education...BA Hons 1990 (UBC) and MA (Queen's) 1991 and Teaching Certificate (SFU) in 1995. The greatest education I have received is the experience of working on the front lines on Cordova Street and meeting all the wonderful people who live in this area (addicts, mentally ill and poor). Interested in Humanities curriculum as a way to educate a diverse, multicultural, and global society. Humanities /papers/ application/x-pdf /papers/ 46 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Spy Search Through the Pacific Rim: Social Studies Through Media Arts Schulze, Liz Operating in over 350 schools in Canada and 11 pilot projects around the globe, Learning Through The Arts is one of the largest arts-based public education initiative in the world. The Learning Through the Arts Media Arts Project brings community media artists into schools to partner with teachers to develop highly imaginative and technologically based lessons in the core curriculum. British Columbia's Media Arts Project Coordinator and LTTA Artist Liz Schulze will use a multi-media, interactive approach to combine the BC Social Studies Curriculum with the exciting world of multi-media presentation. Using computers to express curricular and artistic concepts, this workshop will provide opportunities to experience and examine applications of integrative education. Join in to find out how technology can inspire and invigorate your students, transforming a simple social studies unit in to a Spy Search Through the Pacific Rim. Bio: Liz Schulze is a film and video artist, amateur photographer, and graduate of the Bachelor of Fine Arts Film Program at Simon Fraser University. The creator of several documentary and experimental films and videos, her work has won awards with the National Film Board of Canada, and has screened in local and international film festivals, including the Montreal World Film Festival, the Victoria International Film Festival, and the Milano Film Festival in Italy. /papers/ application/x-pdf /papers/ 47 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Musical Language of Loneliness: Narratives in Aesthetic Education and Arts-Based Inquiry Ramsay, Lorna I study a redefinition of traditional music education as both the learner and the educator examine their language of aesthetic expression. In narratives, characters enter into a relational discourse about their perception of musical meaning and musical identity, their relationship with musical discourse and their reflections through the process of arts-based inquiry. I propose that the student musician demonstrates the process of arts-based inquiry by incorporating metaphor into the musical experience. By confronting and sharing ambiguous representations of the interplay of images, feelings and intuitive musical expression, photo-poetics challenge a redefinition of a process of metaphorical narrative from the visceral musical experience through body definition of data to poetry, photography and sound performance. With an appreciation of the intuitive nature and embodied experience of performing, both the learner and educator perceive a propriceptive connection, a sense of self through the senses of the bodily experience, the lived body. Embodied musical language redefines historical constructs of identity in a process of reflective narrative inquiry of relational discourse for the learner/musician/researcher and the educator/musician/researcher.Bio: I am a musician and flute teacher, a primary teacher and a PHD student in Arts Education at Simon Fraser University. In my many years of varied experiences in learning environments, my particular interest has been in children with special needs. I have experience teaching gifted and gifted/learning disabled students as well as children in the autistic spectrum. My last teaching position was in England where I taught for two terms a class of 20 high-needs children. Besides my life as a student, I am a photographer, a poet, an enthusiast of murder mysteries and physical fitness, and a mother of four athletic sons. /papers/15be43e1eaec119dd826796ae7f1.pdf application/x-pdf /papers/ 48 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 In Search of the Ecological Imagination Judson, Gillian The purpose of this workshop is to explore the possibility of building a bridge between the ideas, both practical and theoretical, of imaginative education on one bank and the concept of ecology on the other. Imaginative education offers educators a means through which to re-think some of the fundamental tenets of education as it exists today. Deep ecology claims that in order for humanity to flourish now and, more importantly, into future generations there must be a paradigmatic shift in modern Western culture. What is the potential for mutuality between these two arguments? Does imaginative education offer us the possibility of re-considering our world and the means through which we educate for the future? Our hope is that this workshop will offer, through both discussion and activity, an entree into this possibility and offer insight into both imaginative education and ecology. Bio: Gillian Judson is a PhD student in the Curriculum Theory and Implementation Program at Simon Fraser University. In her doctoral research she is exploring the possibilities for imaginative ecological education. As a research assistant for the Imaginative Education Research Group (I.E.R.G.) she is developing resources for teacher education, literacy, second language instruction and ecological education.  Sean Blenkinsop is assistant professor for imaginative education in the faculty of education at Simon Fraser University. He has a doctorate in philosophy of education from Harvard and is part of the directorate of the IERG. His research involves questions of philosophy, imagination, ecology, and education. /papers/ application/x-pdf /papers/ 49 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Building Consciousness from the Ground Up johnson, james This presentation explores the challenge of creating and/or extending senior high school students' understanding of inner psychological states. This workshop will look at specific steps in building the skills and insights that sharpen a student's awareness of consciousness as a device or space in the poet's repetoire. By using the work of Kit Pepper, T.S. Elliot, and William Shakespeare and the framework of text to text, text to me, and text to the world, students are drawn into an encounter with several charaters, their internal worlds, and the important connections between writers, their creations, and their audience. This workshop will attempt to prove that imaginative approaches are powerful and practical; they increase students' affective response and improve their performance on the British Columbia Provincial English Exam. Bio: I have been a high school teacher for seveteen years in the Surrey School District. My Master's Degree had a focus in the imagination as envisaged by Kieran Egan and I am currently crashing around in a Ph.D. program at Simon Fraser University hoping to find a focus for my research. /papers/ application/x-pdf /papers/ 50 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 5 Opening Doors and Extending Welcomes: Research, Art-making, Teaching, and Literacy Winters, Kari-Lynn Learning to construct meaning from print-based and non-print texts is arguably an important job for any student. Yet there is evidence to suggest that comprehension and strategy instruction is still not getting the attention it deserves as a critically important component of effective literacy programs (Taylor, Pearson, Clark & Walpole, 2002). For example, a provincial-wide Fundamental Skills Assessment in western Canada (2004-2005) indicates that a considerable proportion of the student population continues to read below grade level (www.sd45.bc.ca/docs/documents/AccountabilityContractOverview.pdf). How then can we, as educators, motivate and support less proficient students in interpreting and negotiating meaning across a range of print-based and non-print texts? Perhaps imagination can open doors for learning. Welcoming connections between art-making, researching, teaching, and literacy may be one solution. Although finding time to create imaginative, embodied places of learning can be challenging in today's print-driven literacy classrooms, we authors of this presentation - as teacher/researchers, published writers, and professional performers - understand the importance of these imaginative curricular spaces. Our knowledge and experience in teaching reading comprehension and interpretive strategies through drama and staged performance confirms what research indicates: multimodal activities when integrated with literacy have the potential to be motivating and can enhance student performance (Short, Harste, & Burke, 1996; Siegel, 1995; Wilhelm, 1997) Drawing on reading comprehension strategies (specifically connecting, predicting, and visualizing), adapted from the work of Pearson and colleagues (Duke & Pearson, 2002; Pearson, Roehler, Dole & Duffy, 1992; Fielding & Pearson, 1994), Transactional theory (Rosenblatt, 1978) and current thinking about multimodal learning (Jewitt & Kress, 2003), multiple literacies pedagogy (The New London Group, 2000), combined with our research gathered in Lower Mainland schools, this pair of educators will perform a section of their touring production, "The Meaning Maker." A discussion will follow, investigating how imagination opened doors for our students, moving them from the page to the stage and back again. We will also present data demonstrating how students are responding to this type of learning. To conclude the session, we will demonstrate ways that teachers can invite drama and performance into their literacy classrooms in order to strengthen students' reading comprehension strategy use. Bio: Kari-Lynn Winters is the author of Jeffrey and Sloth (In press, Orca Book Publishers, 2007), a picture book about the daunting task of writing homework, and The Meaning Maker, a children's play about reading strategies which is currently being toured throughout the Vancouver region. A graduate of Canada's National Theatre School and the University of Toronto, she is currently performing with the Vancouver children's theatre group The Tickle Trunk Players. Kari has taught a range of students in Canada and the United States, including pre-school, special education, primary and intermediate, high school, and now university teacher education. She is currently completing her coursework for a Ph.D. in the Language and Literacy Department at UBC. Her research interests are children's literature, print literacy, and multimodal forms of learning.  Lori Lee Sherritt is an arts educator who has created and implemented many programs for the Vancouver School and Parks Boards including a circus program, a film and video program, and a Harry Potter literacy program. An accomplished children's performer, Lori has traveled internationally playing such classic characters as Anne of Green Gables and the Velveteen Rabbit. A published writer, her current focus is on children's literature with manuscripts featuring the lively protagonists Grumpy Gertrude and Percival Persnickity. /papers/700b7c42a5d37a680dbd8ee7fc1d.pdf application/x-pdf /papers/ 51 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 The Consequences of Risk Taking in Creative Teaching for the Practitioner Eastwood, Linda The workshop is based on a case study which considers the consequences of attempting to 'open doors to imaginative education' in the field of post compulsory education and training in the United Kingdom. The workshop will include a role play related to a scenario which caused the authors to reconsider their approaches to the themes of creative and imaginative education on the post-graduate certificate in education (PGCE). Whilst embracing these themes on the delivery of PGCE courses, the authors have become increasingly aware of the actual constraints and restrictions that are imposed on many tutors when attempting to translate theoretical innovation in the course into actual practice. The PGCE course the authors teach in places a huge emphasis on developing creative and forward thinking tutors, but the reality of the constraints placed on such tutors in the real world of post compulsory education does not always support this aspiration. The emphasis of the whole workshop then becomes the dissonance between teacher training programmes that motivate student teachers to be creative and institutional practices which often act as barriers to this end. The workshop will allow space to consider comparisons between policies and structures currently applied to teacher training in the United Kingdom with other systems. Questions posed such as 'to what extent is the encouragement to be creative and open doors to imaginative education and take risks placing nearly qualified tutors in a vulnerable position?' will be discussed. Bio: I am a Principal Lecturer and Divisional Head working in the School of Education and Professional Development (PCET) at the University of Huddersfield. I have been teaching since 1978 and have been working in the area of PCET for approximately twenty years. My main teaching input is on the Post Graduate Certificate in Education (Post Compulsory Education and Training). Main research interests are around creativity and innovative practice in teaching and learning. I am engaged in a major project for publication which critically analyses the current orthodoxy in PCET in the United Kingdom.  A Senior Lecturer in the School of Education and Professional Development (PCET) at the University of Huddersfield. I have been involved in Post Compulsory Education and Training for over 30 years and my current work is mostly on the Post Graduate Certificate in Education. I am a hybrid academic having a Masters Degree in Creative Writing. My research interests are in Innovation and Creativity and critical analysis of the current orthodoxy in the UK. /papers/ application/x-pdf /papers/ 52 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Creating An Imaginative Means of History Learning Through Cultural Diversity in City as a Museum Nalcakan, Meral Creating An Imaginative Means of History Learning Through Cultural Diversity in City as a Museum Prof. Dr. Meral Nalcakan, R. Assist. Ozge Kandemir. Within the aim of creating a peaceful world, variously written, visual, auditory means of history writing are applied to bridge, friendship and mutual aid oriented between societies in the world where globalization and localization are getting more prevalent. At that point it is seen that the contemporary museums, giving place to different narratives together with their imaginative communication means, produce more permanent and effective results than the other means of history writing through multiple approaches. In these environments, where the communication related to culture, all the scale of the museum construction is approached by accepting that knowledge and truth are produced by individuals and societies in which they live. The main purpose of this study is to attract attention towards the necessity of creating imaginative communication means to weld different cultures and identities through sharing, participating, fellowship and association. Museum as a physical reflection of the communication environment, in which everyone can freely assert questions about today and the past and tell their narratives, is a comprehensive means towards a permanent, peaceful environment. On this direction, this study focuses on streets, paths, edges, boundaries, districts, nodes, landmarks, buildings and life lasting within them, abandoned living environments telling narratives about the past, historical sites, and monuments reflecting the time depth based on chiliads. In other words; it is mainly focusing on life which continues in current conditions and the past, briefly the environment which carries trace of social history. This study approaching to "whole city as a museum" aims at evaluating the city as an imaginative means to history learning through interdisciplinary theoretical approaches and examples. Bio: Education 1993 Ph. D. Architecture Istanbul Technical University School of Architecture, Istanbul, Turkey. Dissertation "The reflections of historical and cultural continuity on the changes of physical environment and the Eskisehir example" 1986 Bachelor Degree of Architecture, and Master of Architecture Mimar Sinan University School of Architecture, Istanbul, Turkey. Administrative Tasks 2004- Department Head, Anadolu University, Fine Art Faculty, Interior Design Department, Turkey 1998-2003 Department Head, Anadolu University, Fine Art Faculty, Interior Design Department, Turkey Academical Titles 2004- Professor: Anadolu University Fine Art Faculty 1997-2004 Associate Professor: Anadolu University Fine Art Faculty 1993-1997 Assistant Professor: Anadolu University Fine Art Faculty Some Publications Nalcakan, M., Ucar, O.M.," A Stop On The Silkroad II-17th Century Ottoman Caravanserai in Vezirhan", World Congress on Environmental Design for the New Millennium-Cultural Design, Seoul,Korea, 521,November, 2000. Nalcakan, M., " A Promising Project For The Old Industrial Settlement In Eskisehir", World Congress on Environmental Design for the New Millennium-Cultural Design, Seoul,Korea, 554,November, 2000. Other papers are in the additional author's cv  Education 2005 MA, Master of Interior Design, Master Thesis " The Effects of Pedagogic Changing on Contemporary Museum Design Approach", Anadolu University, Turkey. Between 2001-2005 2000 School of Foreign Languages, English Program Dokuz Eylül University, Izmir, Turkey. Between 2000-2001 1999 Bachelor Degree of Architecture, Osmangazi University, Turkey Between 1994-1999. Publications 2006 "A Contemporary Museum Design Approach for Learning Museum through Cultural Communication Environment" , XIX Congress of the International Association of Empirical Aesthetics, France, August, 2006 (proposal accepted as a paper presentation) Authors: Meral Nalcakan, Ozge Kandemir. 2004 "Pedagogic Changing and Museum Design During the Transition From Industrial Society to Information Society", Hawaii International Conference on Arts and Humanities, USA, January, 2004. Authors: Meral Nalcakan, Ozge Kandemir. 2004 "Museum As Means of Communication Between Societies In Seeking Permanent Peace Environment", International Gazimagusa Symposium, Cyprus, April 2004. Authors: Meral Nalcakan, Ozge Kandemir. 2004 "Contemporary Museum Approach and Historical Sites", Seventh Museum Seminar, Military Museum and Culture Site, Istanbul, Turkey, October 2004. Authors: Meral Nalcakan, Ozge Kandemir. Awards 2004 Semi Final, 2004 Marxman Design Competition, Holland. 2002 Ist Price Award, VDID/DSM Somos "ProtoFunctional Design Competition", Germany. /papers/079aa722cd0b1cd1f95409fc5d34.pdf application/x-pdf /papers/ 53 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 The Electric Surge of Imaginative Education: After a History of Educational Stasis Adult Students Co Tramonte, Barbara The research presented in this paper explores the lived experiences of sixteen Puerto Rican women who dropped out or were pushed out of school but are now navigating an imaginative educational experience in higher education. Each of the women in this study participated in three in-depth phenomenological interviews lasting ninety minutes. This method of qualitative research is based on the work of Van Manen (1990), Seidman (1998), and Schutz (1977). The first interview is biographical in nature and contextualizes the subject under investigation, in this case education. The second interview focuses on current experience in the classroom. The third interview asks participants to make meaning of their experiences. The study is trying to get at the meaning, structure, and essence of the lived experiences of these participants vis a vis school. Themes of race and class discrimination as they relate to education, language difficulties, cultural disconnection and general disenfranchisement via teachers' low expectations point to imaginative solutions in the educational arena. Participants explicate what they consider to be connective, imaginative, and freeing education; the type of education that does not replicate dismal outcomes for underserved populations.Bio: I design and teach courses in a new MAT program leading to alternative certification for career changers who want to teach in high needs schools. My area of specialty is English Language Arts and I am a published poet. For the past eight years I have also taught writing in The Clemente Course in the Humanities, a free, national program helping students of poverty access higher education. I was a poet-in-the-schools for ten years in NYC and have produced many anthologies of student work. My poems and short stories have been published in literary journals, a full-length book, and have won an award from the University of Missouri, Kansas City. I have dedicated my entire teaching and learning career to bringing imaginative education to underserved populations. /papers/ application/x-pdf /papers/ 54 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Ongoing, Job Embedded Professional Development…a Living Case Martin, Judy How does on-going, job embedded professional development (Friesen & Clifford, 2002) assist teachers to move towards more student directed inquiries which will enrich not only the learning but the teaching as well? What happens when mentors and teachers work together online to create, design and plan robust inquiry work for students? How do classrooms come alive when teachers have the opportunity to learn in the context of their own classrooms within a mentoring relationship? What does it mean for a whole community of learners to come together to discuss and explore essential questions? When teachers are willing to converse about their practice as a living case, with professionals, pedagogical transformations occur. With Jennifer George, a Grade One/Two teacher and Judy Martin from the Galileo Educational Network, participants will explore how on-going, job embedded professional development transformed a unit in social studies to an ongoing inquiry, "What Stories Do We Have To Tell?" The word "HAVE" in this question takes on two meanings. The children are examining that everyone and everything has a story. All you need to do is ask a question. Bio: Judy Martin is currently an education consultant with the Galileo Educational Network Association. Her current role is as a mentor for educators in inquiry based teaching and integration of Information Communication Technologies. Her experiences as a teacher include kindergarten, elementary and middle school. Judy has particular expertise in implementing inquiry across all core disciplines and integrating ICT to extend and enhance students' learning.  Jennifer Johnson-George is a grade one/two teacher at Prince of Wales School in Calgary, Alberta. Students in her class are engaged in independent, small and large group inquiries that encourage them to explore personal "action plans" that will drive their learning forward in personal and authentic ways. Jennifer's creative cross-curricular program design and integration of technology into her Social Studies inquiry awarded her a semi-finalist position for the 2005 Governor General's Award for Teaching Excellence in Canadian History. She is also currently nominated for the 2006 Prime Ministers Award for Excellence in Teaching. /papers/ application/x-pdf /papers/ 56 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Romantic Mathematics Understanding Harper, Ken The principals of Romantic Understanding suggest that students engage in activities rich in opportunities for sensing the wondrous, strange and exotic elements of existence as well as its limits and extremes. Children are drawn to these qualities as they try to determine the extent of reality. They are also drawn to make complete collections of objects as they "master" one small part of their universe. Teachers using these ideas as a basis for instruction recognize that any topic can be studied from this perspective and that the results can be entertaining as well as educational. I try to incorporate these qualities and characteristics of Romantic Understanding in my teaching. The following questions are a small sampling of ones I have used from this fertile landscape. How large is infinity? How long is a million seconds -- a billion? Who was alive a million days ago? Why can't we repeat folding a piece of paper in half more than 6 or 7 times-no matter how large or how thin it may be? Why, when the lengths of all sides of a cube are doubled, is the volume not doubled as well? How are the product of 6 x 8 and the number 999,999 related? From numbers and basic arithmetic to measurement, geometry and elementary algebra, Romantic Understanding provides a focus and a foundation on which to design interesting, exciting, and engaging mathematics lessons; lessons, that once grasped, form a basis for the understanding of the mathematics that follows in later years. Bio: Ken Harper has taught mathematics at all grade levels. He has instructed undergraduate courses of mathemematics methods and pedagogy and graduate courses on mathemtaics curriculum. Ken is a contributor to BC's Applications of Math curriculum, SFU's Designs for Learning Mathematics -Elementary (distant education), and to Math Makes Sense published by Pearson Education. He frequently presents workshops around BC. Ken is currently the principal of Rogers School in Victoria, where he teaches both students and parents how to become more mathematically aware. /papers/ application/x-pdf /papers/ 57 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Beyond our Imaginations: Exploring the Conundrum of Human Sameness and Difference Reed, Gay Garland The poet Maya Angelou is often quoted as saying that "human beings are more alike than unalike..." Her words resonate for those who seek to move beyond the differences that separate, stigmatize, and marginalize the "Other". Despite the humanity and attractiveness of this observation, it does not capture the complexities and nuances of the diversity that we experience in educational spaces and in the wider society. In fact, it might be more apt to say that human beings are more alike and more different than we imagine, and that the exploration into this conundrum is one of the most important educational projects that we can engage in. This conundrum and its implications for teachers are the subject of this paper. We will explore our biological sameness and our cultural diversity. We will ask whether the current discussions about diversity are really more about "variety"? If so, what are the differences between variety and diversity and why does this distinction matter for educators? To delineate the difference between variety and diversity, I will draw on some of the more recent literature on complexity theory and education. Bio: Gay Garland Reed is an Associate Professor in the Department of Educational Foundations at the University of Hawai?i. She received her M. Ed.(1987) & Ph.D. (1991) in Social Foundations of Education from the University of Virginia. She has taught in China, Korea, the United Arab Emirates, Iran, and American Samoa as well as the United States. Currently she teaches courses in Multicultural Education, Social and Cultural Contexts of Education, Cultural Diversity and Education and Foundations of Education at both the undergraduate and graduate levels. Her research and publications focus on moral/political education in China, Korea and the U.S., multicultural education, identity construction, globalization and education, and the intersection of cultural values and education. /papers/ application/x-pdf /papers/ 58 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Theatrical Musings: Imagination in the Drama Classroom and Beyond. Britton, Vandy Every year I encounter students in my Drama classes who have decided that they want to be actors "when they grow up". While I would never be the one to shatter those dreams by providing them with the thoroughly depressing statistics of unemployed or under-employed actors in North America, I do encourage my students to consider alternatives to their narrowed dreams by reminding them that wishes can be both big and wide, and that they are, just like Aladdin, allowed three. I invite them to envision a theatrical future for themselves -- one where they play a starring role and "own the stage" in their own lives. I encourage them to take risks, to struggle, to fail, and then to try again -- all in the name of themselves and their own futures. I ask them to imagine themselves as different than they are, as emotionally stronger than they are, as more physically vulnerable than they are; I entice them into imagining a different world; and, I ask them to try this "new them" -- this "new world" -- on for size, all within the safe confines of our classroom. This is a record of the theatrical journeys we have made while imagining together.Bio: Vandy Britton is an actor, director and teacher who has just completed her second year as a Doctoral student in Arts Education at Simon Fraser University. Vandy works for the Burnaby School District as a High School Drama and English teacher and for Simon Fraser University as a Sessional Instructor. Her main areas of academic interest are Drama/Theatre, Aesthetics, Moral Philosophy and Teacher Education. /papers/ application/x-pdf /papers/ 59 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Crossing the Threshold Hagen, Pamela When undertaking any new venture there can be moments of doubt, nerves and trepidation. Yet there can also be moments of joy, delight and pleasure. Moving between theory and practice of imaginative education and engagement through an Action Research modality can provide powerful opportunities to examine theoretical constructs while at the same time critically examine how this plays out in the learning environment. This paper will critically examine theoretical enactment in the elementary learning environment looking for moments of questioning and celebration for both educator and student. Bio: Pamela Hagen is a PhD student in Curriculum Studies and a part-time elementary teacher. Previous winner of a Roy C Hill National teaching award Pamela is actively involved with professional activities involving elementary mathematics in BC and Canada. She has presented at conferences provincially, nationally and internationlly. Pamela is passionately committed to the learning of the young student and elementary mathematics. /papers/42c1c24e24605e76a5d2f5bc977f.pdf application/x-pdf /papers/ 61 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 A Cultivated Inner Eye/I Ruebsaat, Susanna A Cultivated Inner Eye/I "If an inner eye/I is to be cultivated, it requires a further 'understanding of our imaginative, invisible gaze, in the direct sense of what is beneath our feet, our 'sub-jectivity' (from 'to throw under')" (Angelo, 2005, p. 25). This presentation will explore the phenomenology of perception through an investigation of 'image': Image as primal experience of perception; With the assumption that images emerge spontaneously and autonomously from the unconscious, such an investigation would reveal the 'subjectivity' that "…intentionally reconstructs things within an ever-present world frame, through use of its pre-conscious, pre-predicative understanding of the world's make-up," Merleau-Ponty's concept of the "body-subject" (1945). This approach would assume an eco-phenomenological stance as well as what the grandfather of Depth Psychology, James Hillman, coins 'deep democracy', in which each image, or inner figure, has equal weight. According to Hillman (1976), the psyche both creates, and is, image: Subject and object simultaneously, suggesting that image is a way of seeing - "seeing through" phenomena ontologically. This workshop, being both theoretical and experiential (image making in art and language), will draw upon Hillman's notion of 'seeing through' in conjunction with Merleau-Pony's perspective on consciousness, that being: The world and the human body as a perceiving thing, intricately entwined and engaged: Phenomena and perception creating consciousness. The use of the word 'image' would adhere to Depth Psychology's broader sense of the word, not being just visual but, image as organizing principle that encompasses information from the senses as well as the four functions of the psyche: thinking/feeling, sensation/intuition (Jung), creating a 'field', that is, image. Bio: With a background in Fine Arts (BFA - Nova Scotia College of Art and Design), Art Education (Teaching Certification - UBC, and MA - SFU), Art Therapy (DVATI - Vancouver Art Therapy Institute) and one year of doctoral studies in Mythology with an emphasis in Archetypal Psychology (Pacifica Graduate Institute in California), Susanna brings to her practice a spectrum of disciplines that engage the imaginal, the Mundus Imaginalis. Engaging this world of image as it is translated to us through our sense of aesthetic and the creative process is the core of Susanna's research, teaching and art therapy practice. "Art Making: An Invitation to the Imaginal. Or, Who is Making the Art?" MA thesis SFU, outlines the theoretical structure of the curriculum Susanna has developed and continues to build on. She has taught courses such as "Personal Mythology and Image Making", "Exploring the Creative Self", and "The Creative Process and Personal Aesthetic: The Link" in her community, as well as maintaining a private practice in Art Therapy. She has written numerous articles about our relationship to image such as "Images and Insight: Why Make Art?", "Just Imagine the Imaginal: Neither Fact Nor Fiction", "Pausing for Images", and "Investigating Our Relationship to Images" which can be viewed at her website at www.inner-image.ca /papers/ application/x-pdf /papers/ 62 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 The Creativity of Early Childhood Teachers in their Learning Process to become a Mentor Li, Yuen-ling A group of 60 early childhood teachers were enrolled in a supporting teacher scheme, a 24-hour short course to facilitate the School-partnership collaboration as well as teacher internship. This intensive training/induction course was aimed at introducing the rationale of school placement, teacher development, pre- and post-lesson conferences, classroom observation, and mentoring. Supporting teachers were asked to write down reports, keep a record of their experience and the video records of the mentoring activities, on a voluntary basis. Field notes were taken during class sessions when mentors worked in groups in discussions or in peer tutoring situations. Recent work suggests that mentoring is to facilitate guidance, coaching, interpersonal support, and socializing and professional development. Analysis of the written reports, videos and field notes would enhance our understanding of how mentors create goals and strategies appropriate to their roles, settings and contexts and whether the goals are consistent or flexible in the process. The findings of the study suggest that there was some evidence of mentor teachers constructing their own learning, activating self-directed learning / teachers' creativity with the inter-play of social interaction, reflection, experience and interest in task in the learning process. Bio: Yuenling Li has been working in the Department of Early Childhood Education, the Hong Kong Institute of Education, for 10 years. Her research interest is learning and teaching as well as teacher development. She could be reached at ylli@ied.edu.hk. /papers/ application/x-pdf /papers/ 63 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Educating-within-place: Recovering from Metaphysics as Technicity Karrow, Douglas D. Being as Technicity enframes consciousness beyond our control to the degree that ontological, social and ecological relationships are jeopardized. To revitalize these relationships, it is argued, that place and being be explored existentially through the lens of an alternative epoch-Being as Physis (Heidegger, 1962, 1977). Whereas Being as Technicity exhaustively challenges forth entities into postmodern resources, the latter allows for the gradual and gentle revealing of an entity maintaining its possibility. Being as Physis is the metaphysical foundation upon which the capactity of imagination blossoms. A methodology of interpretive inquiry is demonstrated through language, hermeneutics and existential phenomenology. Through existential forays into the forest, its etymological roots and rich symbolism, and the philosophical method of deconstruction, various ontological binary formulations, concealed by Technicity, are revealed. Through this process the metaphor of the sylvan fringe is discovered and explored; it becomes the genesis of the concept educating-within-place. Principles and dyanamics of educating-within-place, i.e, nuance and sojourn, and how they might expand our understandings of the relationships between teaching and learning, and knowledge and mystery are discussed. Finally, the primacy of the existential is underscored; immersing students in direct life-world experiences where the sensate body comprehends reality with particular consideration given to science education is emphasized. Educating-within-place is important because it revitalizes the ontological, situates the body, reasserts the potential of description, reveals subverted binary formulations, enlivens the imagination, underscores the potential for signs and symbols to open up thinking, and provides for epistemological diversity.Bio: Douglas Karrow (Ph.D OISE/University of Toronto) has taught in a variety of contexts at the elementary and post-secondary levels. He is currently teaching science education in the Pre-service Department, the Faculty of Education, Brock University, Hamilton, Ontario. His research interests include: science education, imagination, environmental education, place-based education, epistemology, ontological education, metaphysics and technology. Recent methodologies include interpretive inquiry considering phenomenology and hermeneutics as alternative epistemological avenues. /papers/ application/x-pdf /papers/ 65 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Human sciences, language and representation Krilic, Alma It is commonly stated that truth lies in the regular and noble sciences such as mathematics, cosmology and physics while other sciences, such as those that concern living beings, languages or economic facts are far too irregular and "exposed to vagaries or chance" (Foucault, 1966) to contain any truth. This paper will argue that human sciences are indeed regular and a valid source of understanding of what it means to be in the world. Human sciences address the human on the grounds that she lives, speaks and produces, and the place human sciences occupy is where there is representation but only on the outside of representation do they address themselves. Knowledge about the human might be built upon language or it may be the case that knowledge of human is language itself. Whatever the case, both knowledge and language owe their existence to representation. This paper will address the conventional binary perspectives on the nature of language/knowledge as representational or non-representational and propose another way of thinking as thinking outside representation to gain a perspective on what makes knowledge possible at all. This discussion is based on Foucault's book "The order of things" but will also draw from Gadamer's "Truth and Method" for insights on the nature of language.Bio: Alma Krilic has a Masters degree from SFU in Curriculum and Instruction: Understanding Second Language Education. Alma is teaching as a second language instructor at the Language, Culture and Interpretation Program at SFU Harbour Centre, and she is also a sessional instructor in the Faculty of Education at SFU Burnaby Mountain. Alma has also been teaching German to children at Westside German School for the past six years. Alma has TESOL and PID diplomas from VCC and a Bachelor's degree in German and English languages. /papers/ application/x-pdf /papers/ 66 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Imaginative Learning in the Natural Sciences: Pattern Recognition and Transformation Kavanagh, Sana This presentation discusses a simple conceptual framework that can help foster imaginative learning in the natural sciences. As a visual tool, it aids perception of relationships in the learning process. The framework involves the transformation of pattern from encountered forms to personally and culturally meaningful forms, i.e. from natural pattern (sensed in nature), through ideal pattern (a poietic cognitive schema), to abstract pattern (kinetic expression into a cultural form). These understandings are enriched via consideration of theory emerging from research on imagination in learning and pattern recognition and transformation, as will be discussed toward the end of my presentation. I will illustrate the pattern transformation framework using plant identification and naming, with reference to how learning in the natural sciences involves perceiving relationships among the three types of pattern. For example, identification of the fern species Matteuccia struthiopteris involves connecting the mature plant's natural pattern (a feather-shaped frond), through ideal pattern (an ostrich feather), to abstract pattern (the epithet struthiopteris from Latin 'struthionis' for ostrich, and 'pteris' for feather). In comparison, the English name 'fiddlehead' idealizes the natural pattern of the immature plant as the curved handle of a violin, and the Mi'kmaq name 'Mtèskmwaqsil' idealizes the same natural pattern as a snake. In that this model allows respectful inclusion of different cultural knowledge systems, this presentation will interest educators in the areas of natural sciences and science as understood in different worldviews. This research is funded by Cheryl Bartlett, Canada Research Chair in Integrative Science, Cape Breton University. Bio: Sana Kavanagh is a research assistant with the Institute of Integrative Science & Health at Cape Breton University in Sydney, NS. She has worked with the Integrative Science program since 2003, on curriculum development based on celebrating common ground and differences between Aboriginal and Western scientific knowledge. Sana is also currently a student in the Master of Environmental Studies program at Dalhousie University.  Cheryl Bartlett, PhD, is the Canada Research Chair in Integrative Science (as well as Director, Institute for Integrative Science & Health, and Professor of Biology) at Cape Breton University, in Sydney, NS. She helped create CBU's Integrative Science program in the mid 1990s in conjunction with Mi'kmaq community representatives. Dr. Bartlett's efforts with respect to Integrative Science have attracted funding from CIHR-IAPH (Canadian Institutes of Health Research - Institute of Aboriginal Peoples' Health), SSHRC (Social Sciences and Humanities Research Council) of Canada, NSERC (Natural Sciences and Engineering Research Council) of Canada PromoScience, IWK Health Centre Foundation, Nova Scotia Health Research Foundation (NSHRF), Canadian Foundation for Innovation (CFI), Nova Scotia Research and Innovation Trust (NSRIT) Fund, Mounted Police Foundation (MPF), and Sable Offshore Energy, Inc. Previous to her engagement with Integrative Science, she taught Introductory Biology, General Parasitology, and Principles of Infectious Disease within CBU's Biology program. /papers/899fe97f037fffc3428f00b7eb90.pdf application/x-pdf /papers/ 67 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Making the Ordinary Extraordinary and the Complex Understandable: The Unexpected Joys of Weaving Mo McQueen-Fuentes, Glenys Transform any curricular material (sciences, too!!) into dynamic, engaged, inevitable learning experiences through a series of no-fail, highly versatile frameworks adapted from the creative approaches of theatre pedagogue, Jacques Lecoq. By including participants' natural movement, sound, and music to condense, extract, expand, dissect, reflect on, connect with, the sources being explored, these exercises surprise by their initial simplicity, their universal application, and the underlying complexity and breadth of their potential. Personal creativity, group cooperation, multiple intelligences, critical thinking, and literacy (in a myriad of definitions) all emerge, seemingly effortlessly, led on by the connections between self, others, and content. For experts, the inexperienced, and the simply terrified, these frameworks adapt to any curricular material, to performance, and to any age group. They nudge participants 'out of the box', invite them to stay that way, and provide the keys to do so. Wearing comfortable clothing is an advantage! NOTE, PLEASE: I would like to apply to have this considered for a 2 hour presentation slot, as the work can be better understood in this longer format. Thank you very much. Bio: Glenys McQueen-Fuentes, is a graduate of McGill University & the Jacques Lecoq School of Physical Theatre (Paris, France). Glenys spent 11 years teaching, coaching and directing professional theatre in Mexico City. She now teaches theatre, movement and drama in the Department of Dramatic Arts, Brock University. She is also Co-Director (with her composer-songwriter husband) of Soundtrack Performance Group, dedicated to developing original, instrumental music CDs for classroom and creative projects, along with innovative methodologies for using music and movement across the curriculum. SPG has also developed several series of narrative CDs on History, Art, Poetry, Ancient Cultures, Creation Myths, Warriors & Heroes, World Celebrations, etc. /papers/ application/x-pdf /papers/ 69 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Imagining the Moral World: The Need for Fiction in Ethical Education Lopez, Alfonso In my presentation, I will contend that a training in enjoying and discussing good fiction contributes to students' moral education in three significant ways. Firstly, it provides them with a critical apparatus to discern ideological manipulations of reality that may obtain from many sources: political power, market interests and -not least- the self. Secondly, a critical appreciation of fiction enhances the student's moral imagination -in a sense that I will borrow from writer and ethical thinker Iris Murdoch (1909 - 1999). This term directs our attention to the importance of vision as the most adequate metaphor to describe moral activity, as opposed to those accounts of morality that place a premium on choice. Finally, good fictional literature may be used in the classroom as a common object of attention on which to found fruitful moral argumentation - that which pays close attention to individual detail and is ironic enough to submit its own assumptions to public scrutiny. This last contribution of literature is particularly important in present-day multi-ethnic, multi-cultural liberal societies, where education should aim beyond an ideal of 'tolerating difference' and foster communication between parallel, and even opposed, moral outlooks. Bio: I graduated at Concordia University's Liberal Arts College in 2000 (Major in Western Society and Culture, Minor in Economics). From 2000 to 2004, I undertook graduate studies in Philosophy at Madrid's Complutense University, completing a dissertation on Iris Murdoch's moral thought. An overriding concern of this piece of research was determining the ways in which fiction can feed ethical theory and ethical reflection general. My current teaching includes English language and teaching methodology courses at CES Don Bosco, a top Teacher Training college affiliated to Madrid's Complutense University. I am also attached to the Philosophy Department at Complutense, where I teach an advanced graduate seminar on Iris Murdoch's "The Sovereignty of Good". Recent conference presentations and lectures include several talks on Iris Murdoch's religious thought and a week-long series of seminars entitled "Literature and Critical Thinking" at Intercollege (Cyprus), under the EU's Erasmus teacher mobility program. /papers/ application/x-pdf /papers/ 70 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Learning to Observe: A Drawing Experience with Preschoolers in Venezuela, Latin America Sosa Mirabal, Lucía gabriela Learning to observe intends to dissolve the fear shown by most children when asked to draw. By observing the outstanding differences among foreign students and Venezuelan children attending Ninos en Accion Pre- school at Valencia, Venezuela, graphic expression became the focus of my interest. We observed that pressure of the educational system and consequently of parents and teachers to evaluate children for their ability and skill to read, write, add ,etc, was resulting in neglecting the importance of self expression during early years. Art is an extraordinary tool to provide children a space to express their inner world. It is not just about filling in a thick black outlined shape, it is also about the individuality that comes out from an individual in a graphic expression; Their own selection of colors and the liberty of experiencing freely with crayons, paint, pencils, etc. That seemed to be the cause why the majority of our Venezuelan children were not using drawing naturally and spontaneously. A simple method that allows them to learn how to observe to be able to draw and improve their graphic expression is best suited for 6 years old and on, so, in order to prepare them up to this point, they are trained from young ages to follow simple instructions so, later on, they be able to construct an image step by step. After three years of applying this innovative strategies in the pre-school, results are positive and easily observed. Children have lost their inhibition and have gained confidence in whatever they are able to draw. Teachers have lost their own inhibition as well and little by little they have learned to draw and improved their attitude towards childgraphics, too, which makes them more capable to motivate their students. Parents have been informed on how to respond to their kids graphic expression and a sensitive art consciousness has finally started to grow among the school community. Bio: My name is Lucía Sosa. I was born and raised in Caracas Venezuela. Living in Valencia, Venezuela since 13 years ago. I graduated from Southwest Texas State Univ. in Art and Interior design. Six years ago I started teaching children how to draw in an art and creativity class during the regular morning schedule at a very open and innovative Pre- school, named Niños en Accion. I designed a simple method to start drawing and then to go from there to self expression through it. I have an own private workshop that is open to children and teachers as well. I the city council hired me to take this art experience to the low income communities and I ended up being the first drawing and art teacher to participate in what they called the "Cultural Route". We presented an exhibition called 10 communities with 365 drawings. My project is called "Learning to Observe" and last year I applied to your conferences and I was delighted to be accepted and invited. Financial reasons didn't allow me to travel to Vancouver, but this year I am really sure I can make it. This experienced allowed me to observe the basic deficiencies in the traditional educational system to provide the individual with tools to express and work with his inner world. At this time , after another year of growing, "Learning to observe" has become the point to the iceberg of a world of possibilities that I myself have not been able to dominate, still. /papers/ application/x-pdf /papers/ 71 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Imagine the Best Case Scenario: Assessment Models for Imaginative Education Petersen, Naomi Jeffery Imagination in education is a burgeoning curriculum movement, sparked by Kieren Egan's historical philosophy and careful application of Vygotskian pedagogy. The growing body of work focuses on curriculum design in order to avoid counterproductive teaching methods that may inhibit children's learning and to promote the use of congitive tools. While appealing in theory, many teachers find that in practice their curriculum decisions are dominated by the need to inventory student achievement, and the measures of this achievement rarely address the depth of learning over time nor do they use the cognitive tools central to the model. At this roundtable, then, let's discuss the assessment approaches that serve the imaginative education model, the assessment methods already considered within the curriculum materials provided by the Imaginative Education Research Group, and the assessment strategies that may serve to reinforce imaginative education in traditional classrooms. Bio: Dr. Naomi Jeffery Petersen ("NJP") teaches curriculum and instruction foundations with a particular interest in assessment literacy. One ongoing research project includes the development and validation of the Mathematical Teaching Profile, an instrument to measure teachers' orientations to teaching for mathematical proficiency, i.e., using inquiry approaches as recommended by NCTM and which are compatible with the cognitive tools central to imaginative education. She welcomes collaboration in order to broaden the population sample, i.e., of preservice and inservice teachers. If you have an interest in participating in this project, contact her via NJP@iusb.edu or 574.850.5355.  Philip Riley is a lecturer in the school of educational studies at La Trobe University in Melbourne, Australia. Currently he is the convenor of the Graduate Diploma in Education (Primary). He teachers pre-service primary and secondary teachers a range of subjects including: Mathematics, Psychology, Issues in Education, The Person-Centred Approach to Teaching, Counselling and Nursing and Educational Leadership. His currently researching the attachment styles of teachers in mediating classroom relationships and effective management. Phil can be contacted on +61 3 9 479 2662 or email: Philip.riley@latrobe.edu.au /papers/ application/x-pdf /papers/ 72 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Inclusive Curriculum Design through ICT-based Narrative and Imaginative Learning Environments Gjedde, Lisa This paper focuses on the role of narrative interactive learning environments (Gjedde 2004) in the development of an inclusive curriculum. There is a dearth of interactive learning resources that can be used by older learners with severe learning challenges. The paper describes the design principles and the theoretical framework for the design of narrative interactive learning for special needs learners. It also presents the results of the user-oriented design process and the learning outcomes that have been observed through the action-research carried out in a number of schools. Through the anchoring of a concrete topic in a frame narrative, it is possible to create a digital interactive learning environment, which is offering an imaginative learning arena augmented with assistive technology, for learners with severe learning challenges as well as learners with a wide range of skills and abilities. This type of interactive learning environment that is based on a narrative and imaginative approach offers learning activities that are differentiated and supports learning for even severely challenged learners. It is based on the narrative construction of meaning - on symbolic, iconic and enactive (Bruner 1966) properties of the learning environment - that are of importance to the development of an inclusive curriculum. Bruner,J.S. (1966). Patterns of Growth. In: Toward a Theory of Instruction, Cambridge, Massachusetts: Harvard University Press, 1-21. Gjedde, L. (2004). Designing for Learning in Narrative Multimedia Environments. I: S.Mishra & R.C. Sharma, Interactive Multimedia in Education and Training. Hershey, PA, USA: Idea Group Publishing. Bio: Lisa Gjedde, Ph.D.,is an Associate Professor in ICT, Media and Learning, at the Dept. for Curriculum Research, at the Danish University of Education. Her research interests focus on exploring and developing the creative and inclusive learning potentials in ICT and Media based learning environments. She is also involved in research and development of digital storytelling and innovative learning strategies. /papers/ application/x-pdf /papers/ 73 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Re-imagining Social Justice in Mathematics Education through 'Imaginative Relevance' Swanson, Dalene Mathematics education research has been dominated by psychologistic interpretations. Greater inclusion of socio-cultural perspectives has often tended to overlay psychological ones. This has resulted in affirming social pathologizing practices in mathematics education. Constructions of mathematics learners in terms of social difference discourses have persisted despite the rhetoric of inclusion. Constructivist paradigms, while advocated in teacher education programmes as inclusive, progressive, and celebratory of educational difference and diversity, have also capitalized on notions of 'prior knowledge' and 'relevance' in ways that have legitimized exclusionary practices. Progressive education principles have, therefore, commonly been recontextualized into teacher education programmes in ways that support differentiated practices and participate in the myth of relevance. In effect, they have inadvertently perpetuated the status quo, rather than disrupted instrumentalist modes of pedagogic engagement in mathematics classrooms. Kieran Egan's advocacy of "starting with what the student can imagine" rather than "with what the student knows" provides possibilities for greater inclusion of all students irrespective of social circumstance or cultural background. The recruitment of differentiated subjectivities that construct mathematics students in terms of 'failure' or 'success' are drawn from understandings of 'prior knowledge' and 'cultural relevance' that inhere in social difference discourses. Although seemingly ironic, Imaginative Education principles provide opportunities to interrupt the logic of social relevance, undermine its investment in exclusionary practices, and re-imagine social justice in mathematics classrooms. A notion of 'imaginative relevance' is, therefore, presented as a viable alternative to understandings of 'social relevance' in providing possibilities for inclusive and transformative practices in school mathematics.Bio: Dr. Dalene Swanson is a mathematics educator and curriculum theorist. She won the 2006 Outstanding Doctoral Dissertation Award of the American Educational Research Association (Curriculum Studies Division), the 2005 UBC Ted T. Aoki Outstanding Doctoral Dissertation Prize, and the 2005 Outstanding Doctoral Dissertation of the Canadian Association of Curriculum Studies. At UBC, Dalene teaches Mathematics Methods to pre-service teachers and has taught in the "Diversity" cohort with a social justice focus. Other courses taught include Qualitative Research methods. She also teaches in the UBC Certificate in Global Citizenship. Dalene's interests are in critical theory, social justice, interdisciplinarity, and arts-based methodologies in mathematics education. Her work explores social difference and disadvantage, and hegemonic practices. Dalene was born and educated in South Africa, and completed a Master's dissertation with distinction at the University of Cape Town. She has taught mathematics, dance and drama, in Canada and South Africa, for more than 15 years. /papers/ application/x-pdf /papers/ 74 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Learning through imaginative expression with animation - developing multimodal literacies Gjedde, Lisa This presentation will explore the use of digital storytelling with animation, as a way of engaging learners' in multimodal imaginative learning processes. It reports the findings of an action-research study investigating the implications of using computer-based animation as a tool for developing literacy in primary school, where the learners' were producing their own animated screen stories. Simple digital animation techniques provide a way of combining several intelligences in producing screen-based stories and can be an engaging and motivating way of cross-curricular learning, including the learners' that are not easily motivated by verbal-centred learning. Producing digital animation engages learners' in multimodal expression by using images, sound and text and provides an alternative learning environment across the curriculum for learners' that are challenged by verbal storytelling or who prefer to work with a visual learning style. Using a simple software provides the learners with a scaffolding media for imaginative narrative expression. Learning through the computer-based production of animation can provide a way of developing multimodal literacy skills as well as presenting a learner-centred platform for collaborative and cross-curricular learning. Bio: Lisa Gjedde, Ph.D.,is an Associate Professor in ICT, Media and Learning, at the Dept. for Curriculum Research, at the Danish University of Education. Her research interests focus on exploring and developing the creative and inclusive learning potentials in ICT and Media based learning environments. She is also involved in research and development of digital storytelling and innovative learning strategies. /papers/ea405d8d3331cca4472bdcc82ab1.pdf application/x-pdf /papers/ 75 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Ironic Understanding in Science Education Hadzigeorgiou, Yannis This paper attempts to justify the development of ironic understanding in the context of school science education. This justification acquires great importance in view of recent science education reform initiatives that propose understanding the nature of science as an instructional goal. The paper also provides a way of developing ironic understanding, starting with young children: storytelling that incorporates actual events from the history of science that document a) changes in scientific ideas, and b) the rejection of absurd or irrational ideas, which eventually come to count as scientific knowledge. The paper concludes with a wider implication of the development of ironic understanding for education and democracy. Bio: I have a BSc (physics) from the Aristotelian University in Greece, an MA and Med in Education and Science Education from Leeds University in England and a doctorate in Curriculum and Instruction from the University of N.Iowa in the USA. I am currently an associate professor of curiculum and instruction in the school of education at the University of the Aegean, Rhodes, Greece. /papers/f5856b9dc4896dfe68e7d25def1c.pdf application/x-pdf /papers/ 76 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 "Come in without Knocking": Undergraduates Changing Meaning of Local Reality through the Imagination Cintra Silva, Simone To hang up the feet of the daily life, to keep away from the visible world toward unreal images which a lot speak about the subjective reality of each one - that is the possible and the necessary road for the man - and the theater can be the shortcut for we get it. The present paper brings a study about that shortcut when we describe and analyze the creation process of the play "Maria Candanga" of the theater group Carpinteiros (carpenters) of Catholic University of Brasilia. We choose to focus on the actor's glance to the histories of the capital of Brazil. The imaginative and collective characters of doing theatrical allow the actors recreate and (re)meaning those histories. During the creation of the play researches were accomplished on the legendary and documental histories of Brasilia, and on its many characters (illustrious, anonyms, forgotten), its famous architecture, the mystic that hovers about its construction and on the life of the many Brazilians and "foreigners" that live there and in others cities of the Federal District. The researches were used by the actors as material for the creation of theatrical scenes, in which observed reality was transformed in scenic language starting from the imaginative, personal and cultural glance of each other. That collection of visions and (re)creations about the Brazilian capital was used as base for the elaboration of the dramaturgy of the play.Bio: I am graduated in Pedagogy (Faculty of Education). I have been working as Theater teacher with children and undergraduate students. I have been work also as actress last 20 years. I have coordinated and directed Theater groups of K-12 and undergraduate students at schools and at Catholic University of Brasilia. I got a Master's Degree in the area of Education, Knowledge, Language and Art at Faculty of Education of University of Campinas (Unicamp) in Brazil with a dissertation about the creation process in Theater. /papers/ application/x-pdf /papers/ 77 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 The Dawning of the Critical Imagination: Eighteenth-century British Poetry as Revolutionary Text Hyslop-Margison, Emery Eighteenth-century British literature included a rich array of sociological and moral critiques. With the introduction of the novel during this century, authors such as Daniel Defoe and Samuel Richardson flirted with the use of literature as a vehicle for raising moral and social criticism, and provoking subsequent social change. In the aesthetic contributions of such poets as William Blake, Jonathan Swift, Alexander Pope, Samuel Taylor Coleridge and William Wordsworth the level of moral and social critique is trenchant and the literary imagination affords the primary vehicle to transform period consciousness in areas such as religious dogma and the objectification of women. William Wordsworth effectively employs the aesthetic imagination to emphasize the fundamental relationship between human happiness and the natural environment during a period of growing British industrialization. Unfortunately, this period of rich poetry is virtually antithetical to current academic social criticism, which often seems nihilistic, and entirely devoid of either imagination or hope. Contemporary social critique, the academic legacy of postmodernism cynicism and structural determinism, typically lacks the irony, moral imagination, human compassion, and hope found throughout eighteenth-century British poetry. By revisiting and analyzing some of these tremendously creative works, then, this paper will highlight the contribution that the poetic critical imagination offers to those seeking revolutionary change on a range of contemporary social issues.Bio: Dr. Hyslop-Margison is a Tier II Canada Research Chair in the Department of Education at Concordia. The majority of his research and scholarship focuses on democratic learning but he is greatly interested in how the imagination might contribute to progressive social reform. /papers/ application/x-pdf /papers/ 78 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Imagination: The Neglected Doorway Bevan, Ryan An essential capacity that a liberal education should be able to produce in the students is imagination that can enable people to comprehend multiple realities that they come across every day both in educational as well as the social realms. In this paper we focus on the potential of imagination as the doorway from which to enter into rational discussion concerning educational and the social constructions of the self and the other. We do so by drawing upon the work of three scholars namely Martha Nussbaum, Maxine Greene and Kieran Egan. Following Nussbaum we argue that the narrative imagination is often lost in the zeal with which technical and vocational education is furthered as liberal education. We build on Nussbaum's concept of 'approaching reason through fancy' (Nussbaum, 1995) to examine the advantages of targeting the imagination as a precursor to understanding in a learning environment. We then incorporate Greene's notion of employing the imagination to envision alternative realities. In this respect we focus on the importance of self-discovery and self-awareness which engender a questioning nature needed to enact social change. In a brief discussion of the main ideas surrounding the approach to critical pedagogy, an area focusing on education for social change, we comment on the tendency to ignore the influence and impact of the imagination in this process of enlightenment, as noted in Egan (2002). The effects of concentrating overtly on educating for social change are explored, as we consider Egan's exploration of the narrative, or story-telling, as an alternative approach to the curriculum which utilizes the learner's available cultural tools and communicates an effective internalizing of a 'knowledge of the world.' Using imagination as the doorway to reason, we then revisit the idea of inspiring a dialogue which exposes inadequacies from the core of the subject matter. Bio: Ryan Bevan is completed his Master's at the dep't. of Education, Concordia University. He has started his Ph.D. at the department of Integrated Studies in Education, McGill University this past Fall 2006. /papers/ application/x-pdf /papers/ 80 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Perched on the outside of the box, clinging to threads of familiarity: Incubating imagination throug Compton, Vanessa Challenged to teach "Holistic and non-traditional approaches to curriculum" to new student teachers with widely diverse backgrounds, I could not assume a common understanding of what curriculum was, let alone what a "holistic" or "non-traditional" approach to it might be. [1] Holistic curriculum - from the root word "holon"[2] - is based in principles of balance, connection, and inclusivity. It reflects patterns and tendencies discernible throughout the universe. These include both interdependence and "self-transcendence" which is the creative force of evolution itself when manifesting in the emergence of something new. Like the "quantum leap," this quality of indeterminacy is a universal pattern. Holistic education thus calls for a pedagogy receptive to emergent learning. Because "the role of the imagination is …to disclose the ordinarily unseen, unheard, and unexpected" (Greene, 1995), the class focused on establishing individual meditation practices and free-writing. Our efforts were guided by the idea that "writing is … pre-knowing and not knowing, blindly, with words"(Cixous, 1993). This was an especially astonishing and productive adventure in "perching on the outside of the box" for the math and science teachers! Taking the attitude of openness towards the unknown into curriculum design, the class assignment of developing interdisciplinary (art, math, science, humanities, experiential) unit plans, using Egan's developmental literacies approach, resulted in projects both holistic and imaginative in orientation and quality. These were exciting for the students, inspiring for their mentor teachers, pedagogically sound and entirely do-able. With their permission I will share examples of these unit plans at the conference. Endnotes [1]Pinar gives a sense of the range in alternatives in Understanding Curriculum (Pinar, Reynolds, Slattery, & Taubman, 1994). [2] "Reality is not composed of things or processes, but of holons, wholes that are simultaneously parts. A cell, a symbol, a concept, an image are all holons."(Wilber, 1996, p. 17) Cixous, H. (1993). Three Steps on the Ladder of Writing (S. Cornell & S. Sellers, Trans.). NY: Columbia University Press. Egan, K. (2005). An imaginative approach to teaching. San Francisco: Jossey-Bass. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass Inc. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1994). Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang. Wilber, K. (1996). A Brief History of Everything. Boston: Shambala. Bio: Vanessa Compton is completing a doctorate in Curriculum (Holistic & Aesthetic) at OISE/Toronto, using arts-based research methods to explore the cathedral labyrinth as an incubator of the imagination and transformative site, symbol, and pre-Cartesian technology of whole-brain cognition. She teaches art education, curriculum studies, and counselling in the Teacher Education Program at the University of Ottawa, where her theoretical framework is phenomenological hermeneutics, and her students, with their contemplative football and Zen knitting, are a constant source of wonder. /papers/78f2f04187212ac57efdd3515a1a.pdf application/x-pdf /papers/ 81 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 ArtsSmarts - A New Way of Learning Adair, Annalee ArtsSmarts is a long-term, national initiative, launched in 1998 to promote the active participation of young people in the arts. ArtsSmarts was founded on the premise that engaging young people in artistic activity is critical to their evolution as creative thinkers. In classrooms from coast to coast, artists and educators, schools and communities collaborate to integrate the arts into the daily work of students studying core subjects such as social studies, math, and language arts. Whether it is history through drama, math through dance, or science through music, projects reflect locally-shaped themes that cover the requirements of the provincial curriculum, but also help students to understand who they are and where they are in the world. From its inception, ArtsSmarts has focused on "breaking down walls" - the walls between schools and communities, the education sector and the cultural sectors, artists, and teachers, arts organizations and community organizations; the walls around subject areas in the curriculum; the walls around artistic disciplines; the I.Q. walls around measurements of learning; the walls that stereotype children among their peers and as students. Using a multi-media approach, we will showcase the ArtsSmarts approach; examples may include such projects as "Reach your Summit", an innovative arts and technology-integrated learning initiative; "Ghost of the St. Lawrence" where students performed in a giant black light puppet show exploring the theme of the history of the ecology and economy of the St. Lawrence River, as seen through the eyes of the ghost of Jacques Cartier. The narrator was transported through time by the ghost. The economic and ecological rise and decline of the river was explored. A model of formative student-centered evaluation will be presented. For more information, please go to www.artssmarts.ca Bio: Annalee Adair is the National Director of ArtsSmarts.  Francois Couture is a technology consultant for the Riverside School Board in Quebec.  Eric is a grade 5 teacher at St. Mary's School in St. Lambert Quebec. /papers/ application/x-pdf /papers/ 82 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Experiencing and imagining new ways of becoming TESOL teachers. Hepple, Erika The question has been asked "Can we shape an imaginative teacher identity?" (Garrod 2005). This research explores how participating in an overseas school experience can contribute to developing TESOL teachers' professional identities. The particular context for this research is the experiences of a group of Hong Kong pre-service TESOL teachers attending a short language immersion program at a university in Australia. As part of this program, the teachers are attached to a local school, where they observe and interact with the school community. This research tracks the teachers' perceptions of how this experience has contributed to their understandings of what it means to be a TESOL teacher and to their own developing sense of professional identity. It is suggested that engaging in critical reflection on this intercultural experience can develop teacher knowledge, practice and sense of self. Recent research (Swain, in press) posits that verbal protocols, such as 'stimulated recall' are part of the learning process rather than mere data collection techniques. How can this potential of 'stimulated recall' be realized as part of the learning processes in TESOL teacher education? Garrod, S. (2005). Teaching and Learning as Conversations: A dialogical approach to teacher education. 3rd International Conference on Imagination and Education: Engaging the imagination in teaching and learning. Swain, M. (in press). Verbal Protocols: What does it mean for research to use speaking as a data collection tool? In M. Chaloub-Deville, C. Chapelle & P. Duff (Eds.), Inference and Generalizability in Applied Linguistics: Multiple Research Perspectives.: John Benjamins. Bio: Erika Hepple has been involved in TESOL teaching for more than 25 years, specialising in TESOL teacher education for the last 15 years. Her interests are in second language acquisition research, sociolinguistics and teacher identity. She is currently lecturing in these areas at Queensland University of Technology, Brisbane, Australia. /papers/ application/x-pdf /papers/ 83 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 A New Teaching Story Rokne, Angela Young teachers enter a field where dominant forms of practice tend to favour technique. When faced with the apparent success and familiarity of these method driven classrooms, it becomes difficult for preservice teachers to heed the wisdom of David Smith, Kieran Egan and others who invite teachers to re-imagine teaching as a form of story telling, and planning as a form of narrative shaping. Practice, as Deborah Britzman tells us, makes practice. And so the cycle of technical rational instruction is continued. In order for preservice teachers to imagine new biographies of teaching, they must first imagine new biographies of learning. This session, told narratively, explores some alternate story lines. Bio: Angela Rokne taught in public elementary schools for eighteen years. Presently she works as an instructor at the University of Calgary in the Division of Teacher Preparation where her MEd paper, Teaching Story, is used as a reading in the Master of Teaching Program. Angela was the first pilot teacher for three of the Open Minds schools; Calgary Zoo School(1993), Glenbow Museum School(1996), Calgary Science School(1997). She has given a variety of presentations across the grades and curricula both here in Canada and in the US. Two central themes underpin all of her work- care of the child and the primacy of story. /papers/ application/x-pdf /papers/ 84 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Enhancing Home-School Collaboration through Children's Expression Yuen, Lai Ha, Freda There is a growing concern within the early childhood education sector to empower parents to support the education of young children. Research has shown the importance of home support in early childhood learning and development. Working within the context of a school improvement project, the authors responded to parents' concern towards children's learning and parent-child communication, and conducted a case study of a school-based initiative to engage parents in involving and supporting children's learning. The kindergarten used the child-centered teaching approach, child needed to search relevant information and materials based on their daily interests and exploration. Children were encouraged to integrate drawing and writing daily newsletters in communicating with parents what they needed and how could parents help them. The aims of this paper was to study how this new aspects of the project would affect children's growth as thinkers and communicators, and how did parents view their parent-child interaction, their children's learning and how home-school collaboration could enhance children's learning and development.Bio: is a lecturer of the Early Childhood education Department in the Hong Kong Institute of Education. The research interests are in Home-School-Community partnership, Child Development and Learning. I have published articles in the International Journal of Learning and International Journal of Early Childhood Education.  is a lecturer of the Early Childhood education Department in the Hong Kong Institute of Education. Her research has focused primarly on school improvement, Child Development and Learning and Physical Education. She has published articles in the International Journal of Learning and International Journal of Early Childhood Education and cowritten numerous articles in professional journals. /papers/ application/x-pdf /papers/ 85 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Another Imaginative Approach to Teaching: A Japanese View Miyazaki, Kiyotaka This paper introduces to the educators of the west the pedagogic idea born in Japan which is very similar to Kieran Egan's imaginative approach to education. The founder of this pedagogy was Kihaku Saitou(1911 - 1981), who spent 40 years as an elementary teacher. He worked as a principal of 3 public elementary schools in 1950 - 60s, and these schools became the national icon in Japanese education in that era, attracting many practitioners and researchers. Today, his followers are still developing his ideas. Saitou's pedagogy is not a proposal of some fixed form of teaching, nor a proposal of curriculum of a particular subject matter. It is, as Egan's, the proposal about how to develop teaching - learning dynamically in ordinary classrooms. Saitou compares the teaching to the music as Egan compares it to the story telling. Good teaching starts from tension, or opposition in the teaching contents and unfolds toward the end where children discover something new by investigating the opposition in the teaching content. He also emphasized the importance of teacher's emotional engagement to the teaching contents, as Egan does. He says that teachers should find out in the teaching content the questions that are fresh and exciting for him/her as adults to make children learn them excitedly. Though there are some important differences between two pedagogies, it will be very productive for both schools to start dialogue between two.Bio: Professor of cognitive psychology. Investigating teaching - learning process from the standpoint of cultural historical view on cognition. My research interests are art and drama education in elementary schools and kindergarten, focusing on how children and adults produce artworks collaboratively. My research method is, mainly, a participant observation and analysis of video data. /papers/882d8135a1b02ec29603e7f6711e.pdf application/x-pdf /papers/ 86 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Strangely Familiar: Cross Curricular and Creative Thinking in Teacher Education Barnes, Jonathan The UK 'Standards' (TTA, 2003) for Initial Teacher Education (ITE) have been a significant tool in substantially raising expectations and performance in those entering the profession. Like many target-driven initiatives, however, they have also led towards many conservative and reactive solutions. There is some evidence to show that currently the best primary schools are some way ahead of teacher education institutions in establishing creative curricula and championing creative thinking. 'Playing safe', if not quite the antithesis of creativity and imagination, is unlikely to promote it. The Higher Education Arts and Schools (HEARTS) project is based around one ITE institution's attempt to address this issue through embarking upon an Arts-centred but cross curricular research project with 30 of its students in the third year of their training. The paper is a report on the first two years of this ongoing research. A key part of the research is that it is conducted by the participants involved in the actual delivery of what they see as a creative curriculum. Its success depends upon each student developing a reflective approach to their own teaching and learning and that of the children and colleagues with whom they work. The presentation of the paper will include a short video of the work with schools, an introduction to its theoretical underpinning, founded upon current thinking in the field of positive psychology and our own efforts to stimulate creative thinking in the minds of the ITE students. We will reveal preliminary findings which suggest that shifting the balance of power between student teachers and pupils, placing active participation within a clear values context, providing opportunities for individualised learning, aiming at the recognition of self as a creative thinker and 'planned risk taking' are part of the creative process for ITE students and pupils alike. Bio: Is senior lecturer in Education at Canterbury Christ Church University. He teaches music and geography to primary teacher trainees. He has wide experience in further, secondary and primary education and worked as education officer for English Heritage. From 1992 to 2000 he was principal of an English primary school. He has taught in: Kenya, Tanzania, Malaysia, Indonesia, and India as well as England. He has worked closely on education policy for local and national museums including the Victoria and Albert Museum and the National Maritime Museum. In writing and research he has specialised in creative and cross curricular approaches to teaching, and the development of creative thinking. Books for teachers and children include titles on: Music, Kenya (for the BBC) Castles, cross cultural environments, Design Technology, and citizenship. His books on using the historic environment to promote creative learning have been published by English Heritage. His latest 'Cross curricular learning 3 -14', is published in April 2006 by SAGE. /papers/ application/x-pdf /papers/ 87 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 "Natural Horizons" in Science Education LeFort, Nadine The Integrative Science Program at Cape Breton University in Sydney, NS, is an innovative and creative approach to university-level science education that brings together Indigenous and Western scientific worldviews, with a focus on common ground and a respectful acknowledgement of differences. An important commonality is the recognition of patterns in the natural world; considerable differences may occur, however, in how each expresses these recognitions. In this presentation, I will explore a pattern that emerges from the creative relationship between landscape, skyscape, and observer. I will show how it can be expressed as an "X in a circle", which is the patterned shape frequently used by modern First Nations' teachers to depict the Medicine Wheel. The pattern reflects the observer's sensed relationships with the rising and setting sun over the course of a year in a particular location, or "place". Furthermore, it is much richer than "place": my presentation will show how the X in a circle also embeds "emergence and participation" to yield "sense of place, emergence, and participation". Mi'kmaq Elder Murdena Marshall of Eskasoni First Nation maintains that this fuller understanding, (not just "sense of place" as in much current literature in environmental studies) is foundational in the teaching of Integrative Science. It is applicable to all relational concepts (beyond those of land and sky), leading to a creative learner who is mindfully connected with environment and knowledge systems. This research is funded by Cheryl Bartlett, Canada Research Chair in Integrative Science, Cape Breton University.Bio: Nadine LeFort is research assistant with the Institute of Integrative Science & Health at Cape Breton University in Sydney, NS. She has worked with the Integrative Science program since 2000, developing and teaching curricula for first year courses within the program. Curricula topics include concepts of integrative science, systems perspectives, energy and spirit, local biodiversity, consciousness, puppetry and more. Nadine is completing a Master of Environmental Education & Communication with Royal Roads University, and is involved with a number of community initiatives including the development of environmental education curricula for local elementary schools.  Cheryl Bartlett, PhD is the Canada Research Chair in Integrative Science (as well as Director, Institute for Integrative Science & Health, and Professor of Biology) at Cape Breton University, in Sydney, NS. She helped create CBU's Integrative Science program in the mid 1990s in conjunction with Mi'kmaq community representatives. Dr. Bartlett's efforts with respect to Integrative Science have attracted funding from CIHR-IAPH (Canadian Institutes of Health Research - Institute of Aboriginal Peoples' Health), SSHRC (Social Sciences and Humanities Research Council ) of Canada, NSERC (Natural Sciences and Engineering Research Council) of Canada PromoScience, IWK Health Centre Foundation, Nova Scotia Health Research Foundation (NSHRF), Canadian Foundation for Innovation (CFI), Nova Scotia Research and Innovation Trust (NSRIT) Fund, Mounted Police Foundation (MPF), and Sable Offshore Energy, Inc. Previous to her engagement with Integrative Science, she taught Introductory Biology, General Parasitology, and Principles of Infectious Disease within CBU's Biology program. /papers/0e36a81f76b6233649f4b209c552.pdf application/x-pdf /papers/ 89 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Project Potential and the Reinvention of Ourselves Porter, Victor For many, the idea of education continues to be the accumulation of knowledge in the head of a student, never touching his or her inner depths. In this paper we wish to emphasize the importance of helping the student discover his own sensibility and spiritual self in order to raise himself toward a broader and more integrated vision of himself and the world around him. In our intervention we will present the results of an educational exercise dedicated to the understanding of the human, as part of what we want to call a pedagogy of life. The exercise is placed in the traditional educational settings of Mexican Public Universities. The main theoretical references to this approach are based on the work of two Canadian philosophers: Kieran Egan and Charles Taylor. The method we use to guide and explore artistic and analytic capabilities of our students, is based on the research of Connelly and Clandinin ´s narrative inquiry, as well as the art-based methods of Diamond and Mullen. We believe that a pedagogy that seeks to sharpen our perception of life's intrinsic artistic qualities (recognizing our esthetic emotions) has the potential to help the student evaluate her own cultural baggage and biography, and to rebuild or remake a self -portrait. The discovery of oneself is the greatest stimulus for any approximation to the specific knowledge of any field. When, through her main topics of interest, the student recognizes her subjective life, she has the potential to reshape what was abstractly called "vocation" and redefine her own identity. Bio: Born in Buenos Aires, Argentina, living in Mexico since 1958. Doctor in Education (Ed.D. HARVARD-1988), Architect (Mexican Nacional University, UNAM-1967), Urban Planner (UNAM 1973) / Massachussets Institute of Technology, (MIT SPURS-DUSP, 1981). Member of the National System of Researchers of Mexico, (SNI), Full time professor, Universidad Autónoma Metropolitana, Xochimilco from 1975. Areas of expertise; Administration, Planning and Social Policies in Higher Education. Coordinator of the research program "Mexican Public Higher Education in the XXI Century" in the Center of Interdisciplinary Resrach in Sciences and Humanities (CEIICH) of the Nacional University of México (UNAM). Recent Books: "The Paper University" (UNAM 2003), "Political geography of Public universities in México (2004).  Born in Mexico City; Industrial Designer (Universidad Autonoma Metropolitana, 1982), Master in Human Development (Universidad Iberoamericana 1998). Musician (piano & vocals 1971-today). Set & Lighting Designer (1992-today). Areas of expertise in education: Basic design & research skills, visual education, creative expression. Teacher training & group conduction. Recent publications: ''El proceso creativo en el aula'' (UAM 2003); ''Aprendizaje de la investigacion en el sistema modular'' (UAM 2004). identity; introspection; self-portrait; creativity /papers/ application/x-pdf /papers/ 90 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Filmmaking In The Classroom: Imagining A Whole New World Pringle, Elizabeth From the first theatre warm up games to the final showing to the original film, project EAT (Education Arts Technology) invites students to create original stories and work together as a class to turn that story into a film. Along the way students and teachers learn to create characters as well as take on the roles in a film production crew. With theatre skills and scriptwriting as our arts core, students have a more inspired reason for picking up a camera, learning computer editing, and understanding some of the concepts of filmmaking. Through a three-year grant from the U.S. Dept of Education, MHz NETWORKS, through the EAT project, created a curriculum that combines theatre and filmmaking for 4th - 8th grade classrooms. The grant also provided support to build a national student film festival. After three years the results are very encouraging. The collaborative nature of theatre and filmmaking encourages students to learn though cooperation and imagine a goal beyond personal and group limitations. Specific evaluation tools were both adapted and developed for the project to assess student understanding on a number of levels. The EAT curriculum is a thinking curriculum, on that fulfills the dual purpose of integrating content and process. The EAT warm-ups and exercises are theory in practice and will be shared during the workshop and some examples of student-made films as well as documentary footage of the process will be available. Bio: Elizabeth Pringle utilizes her experience in arts education, theatre and media to create and teach arts integrated learning throughout the country. Ms. Pringle works with MHz NETWORKS as the Director of Education. She created the EAT (Education Arts Technology) project, for which she helped secure a $1 million grant from the Department of Education. Pringle also introduced the MHz Shortz Student (and teacher) Film Festival in 2001, which celebrates K-12 student learning and creativity. For the past eight years, she has led professional development workshops nationally through the Kennedy Center. In addition, Ms. Pringle is also a professional actress, director, and playwright/lyricist and adaptor of critically acclaimed plays, musicals, operas, zarzuela and songs.  Andrea Sherrel Ellis is the Associate Director for the Education Arts Technology program at MHz NETWORKS. She received a master ¹s in Media Ecology: Communication and Film Production from New York University, and has an extensive background in arts and educational program development and implementation. A filmmaker and educator, Ms. Ellis is passionate about using media as a tool to facilitate dialogue and expand the imagination. /papers/ application/x-pdf /papers/ 91 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Teaching for Mathematical Proficiency: What Cognitive Tools are Revealed by the Mathematics Teaching Petersen, Naomi Jeffery A new survey instrument, the Mathematics Teaching Profile, or MTP, has been developed to measure teachers' orientations to using instructional practices that promote mathematical proficiency. These are outlined by the National Council of Teachers of Mathematics in the US, and explained in detail in Adding it Up: Helping Children Learn Mathematics by Kilpatrick, Swafford, & Findell (2001). The suggested pedagogical strategies involve inquiry model learning and other more student-centered approaches than simple transmission of established technical procedures. In this paper, the cognitive tools identified with the imaginative education model are identified within the context of the methods promoted in Adding It Up. Specifically, the new instrument, will be discussed as a means to quantify teacher ideology and the process of establishing its validity will be reported. This is in the service of a larger goal of providing empirical evidence of the effectiveness of imaginative education. Works cited Kilpatric, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC: National Academy Press.Bio: Dr. Naomi Jeffery Petersen ("NJP") teaches curriculum and instruction foundations with a particular interest in assessment literacy. One ongoing research project includes the development and validation of the Mathematical Teaching Profile, an instrument to measure teachers' orientations to teaching for mathematical proficiency, i.e., using inquiry approaches as recommended by NCTM and which are compatible with the cognitive tools central to imaginative education. She welcomes collaboration in order to broaden the population sample, i.e., of preservice and inservice teachers. If you have an interest in participating in this project, contact her via NJP@iusb.edu or 574.850.5355. /papers/ application/x-pdf /papers/ 92 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 96 Imaginative Ways to Engage Students Macpherson, Alice Since 1983, Howard Gardner's research has shown that there are at least eight ways of "...solving problems and fashioning products" and that these eight intelligences are simple, elegant and powerful tools to engage students' imaginations as well as understand and facilitate student motivation and learning. This workshop will focus on an overview of 96 generic, content-free strategies that will enable you to enhance your students' learning and to apply all eight of Gardner's Multiple Intelligences. Participants will connect their personal Multiple Intelligences strengths with their preferred teaching styles and analyze how this may impact on their students. They will begin a collaborative curriculum planning that enhances imaginative learning by using various of Gardner's eight intelligences in one or more of 96 discrete ways to enhance student imaginative engagement within a strength-based framework that connects theory to practice. Each participant will receive a workbook and a CD-ROM of resources to support imaginative curriculum development. Bio: Alice Macpherson holds an MA in Education and is currently pursuing interdisciplinary doctoral studies at SFU combining Education and Leadership through an organizational development lens. She has worked with many facets of post-secondary and adult education in curriculum development and the development and delivery of professional development educational opportunities. This includes workshops and courses up to full program implementation and evaluation of participants based on national standards. Alice is the Professional Development and Prior Learning Assessment Coordinator at Kwantlen, where she works with employees at all levels to increase their strengths and harness their imaginations to work with and thrive on change.  Allen Stevens holds an EdD in Special Education and Educational Psychology and an MEd in Special Education. He organizes and facilitates professional development activities for School District 38, Richmond, British Columbia. He also teaches at the University of British Columbia, Capilano College, and Kwantlen University College. /papers/ application/x-pdf /papers/ 93 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Serving the diverse needs of ESL learners, K-12, in a large Urban City Reib, Sharon Sharon Reib and Janice Holloway will begin with an overview of how the Calgary Board of Education have organized for success for the 18,000 ESL learners in our system, including the creation of ESL Centres. They will highlight several school-based initiatives and pedagogical strategies that have made a difference for ESL students at all proficiency levels across the grades K-12. They will tell a few stories and describe a few of the imaginative projects which have been put in place to support the communicative and academic learning for our students. Special emphasis will be given to strong educational supports, and exciting enriched opportunites for our growing refugee population. A powerpoint will provide the framework for the presentation and some video clips will be included for demonstration.Opportunities for discussion and interaction will be built in. Bio: Sharon Reib ESL System Principal Calgary Board of Education Long time educator and administrator with the Calgary Board of Education, Sharon has worked at both the school and system level, K-12, building programs that support diverse learners. Most recently she has focused her leadership on raising the profile of ESL learners within the CBE. She is proud of the innovative work that the schools and system have undertaken to support immigrant children and youth. Much of the work is collaborative and goes beyond the CBE, involving also the University, the province and the community.  Janice has been school-based for most of her educational career, always very focused on innovative classroom practice and supporting individual student needs. She is currently the Assistant Principal at Connaught Community School in Calgary, Alberta, as well as the coordinator of the ESL Centre and teacher network. Connaught has been identified as an ESL Centre for Teaching and Learning and is fast becoming an ESL showcase school in Calgary. Janice Holloway has made a big difference working with immigrant and refugee students and families, as well as teachers and other administrators. She has many stories to tell. She also works on the Diversity Equity Human Rights subcommittee (DEHR) of the Alberta Teachers Association. /papers/ application/x-pdf /papers/ 94 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Developing the Creative Imagination in Early Science Experiences Egan, Bridget Liberating and channelling the energy and enthusiasm of young children as they explore their world motivates educators to reflect on and explore the world of their learning and teaching practices (Ryan, Pulham and Clarke 2000). This paper reports on aspects of ongoing work in a project funded by the AstraZeneca Science Teaching Trust. Teachers in primary and infant schools undertook action research projects (Anning and Edwards 1999) which involved collaboration between the subject manager for science and an early years teacher (working with children in the pre-compulsory phase of education). In addition to the collaboration between teachers within schools, the project involved discussion and debate between schools in cluster groups, facilitated by the university team, which comprises experts in both science and in early years education. The overall project both develops early years science education and has effects on science education practice throughout the elementary phase. It involves teachers as action researchers, and contributes to their continuing professional development. Key elements of the teachers' learning, identified by themselves, include recognition of the need to engage children's imaginations and interest, and the importance of listening to children and working from their own ideas. This paper draws both on the personal learning outcomes identified by teachers participating in these action research projects, and the data from their reports to demonstrate the effects of innovative methods of thinking about children's early science experiences.Bio: Bridget Egan is a teacher educator and researcher with research interests in young children's drawing, design & technology education, creativity and the professional development of early years teachers. She has worked in primary schools in England, and has been involved in in-service training of teachers in South Africa and Russia.  Helen Clarke is a specialist in both science education and early years education. She has taught in UK primary schools, and recently undertook work in Uganda, supporting the development of science programmes in an early years setting.  Ann Bradshaw is a member of the science education team at the University of Winchester. She has strong interests in innovative practices in science teaching.  Charly Ryan is a science educator and researcher with a main interest in reflective methods of research. He is an active member of national and international action research networks, publishing in English, French and Spanish.  Lynda Fletcher is a science educator, and an active member of the Association for Science Education in the south of England. She has a strong interest in environmental science, and in ways of encouraging young people to become involved in conservation. /papers/ application/x-pdf /papers/ 95 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Student Voices Spark Imaginative Change Lundy, Kathleen The Canadian Education Association has invited York University, Destination Arts, to facilitate the creation and production of a dramatic performance about adolescence and their experience in secondary schools. The "collective creation" will be performed at the Canadian Education Association's symposium, "GETTING IT RIGHT FOR ADOLESCENT LEARNERS on May 15, 2006 in Vancouver at Simon Fraser University. The performance will be the culmination of drama work done by 27 Grade 11 and 12 students from 3 Canadian cities: Halifax, Toronto and Vancouver. Eight student actors, one student videographer and a teacher from each city are collaborating with Destination Arts to produce the collective creation. Using the power of drama, the students will highlight important educational issues from their own narratives and perspectives to help school board officials and teachers in the audience further understand the challenges and rewards that adolescent students face living and learning in Canadian high schools at the beginning of the twenty-first century. The footage that the three student videographers shoot of the process and the final presentation will be edited to create a DVD that will both explicate the process and celebrate the presentation. The dramatic work that is initiated at York University Destination Arts will be worked on in the individual cities and schools from March to May and deepened by the teachers and students in after-school sessions. In May, the students will assemble for two days of rehearsal and then perform their collective creation on the opening night of the symposium at Simon Fraser. Kathy's presentation at the Arts and the Imagination conference will be about the process of encouraging adolescent voices to imaginatively spark a dialogue for change. Bio: Kathleen Gould Lundy is coordinator of Destination Arts, a joint venture of the Faculty of Education and the Faculty of Fine Arts at York University, that undertakes to foster partnerships amongst artists, arts organizations, faculty, teacher candidates, graduate students, teachers, school administrators and community members as they design programs of enrichment and educational opportunities to support arts education initiatives in Ontario and across Canada. Kathy is on secondment from the Toronto District School Board where she is District-wide Co-ordinator of Dramatic Arts and Dance. Kathy was the lead writer of the Ontario Ministry of Education Arts document and was the Project Manager for the Arts single grade unit writing (Grades1-3). She has been a reviewer of the secondary school Dramatic Arts Course Profiles Grades 9-12. While Kathy was at the board she co-ordinated the writing of many curriculum documents including THE TREASURE CHEST: Story, Drama and Dance Movement in the classroom (K-8), and CURRICULUM IN MOTION, a videotape and package made in partnership with the Danny Grossman Dance Company. .She is the author of What do I do about the kid who…? Fifty Ways to turn Teaching into Learning, Pembroke,2004. Kathy is the Artistic Director of the CEA collective performed at Simon Fraser University in May, 2006. /papers/ application/x-pdf /papers/ 96 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 The Artistic Act of Imagination: To See,to Know, to Shape, to Show Kelly, Vicki Artists see in ways that are unique. They penetrate to profound depths of experience through aesthetic ways of knowing. They lift their mediums out of the realm of the ordinary and clothe them in the wondrous garments of the imagination. In so doing they show us their imaginative acts of comprehension, and lead us to see the world with freshened eyes and to appreciate it anew. In this workshop I present the findings of my in-depth narrative inquiry into the role of the arts in human development and more specifically focus on: How the artistic process facilitates personal transformation? I will share the lived experience and personal knowledge of transformation through the arts of three artist/educators. I will present: how they have learned though the schooling of their mediums in the visual arts to see in unique ways; how they have experienced the pedagogy of the imagination through their creative artistic acts; and explore how their individual experiences in the visual arts has become the central catalyst and cathartic element for personal transformation in their lives. What can they tell us about how we should be educating the artist in us all? How can the various arts develop sensory literacy, the capacity for absorbed attention and experiences of creative 'flow'? How do the arts nurture and further the capacities of the imagination? How can we create experiences in the arts that lead to life altering moments of transformation and catharsis for our students? This workshop will be experiential and interactive. Bio: Vicki Kelly is an art educator and trained art therapist. She has worked in special education, as an art therapist in clinics in Europe, and has also taught in Waldorf Education. Vicki has her M.A. in Holistic and Aesthetic Education. She is presently completing her doctorate in the Curriculum, Teaching and Learning Department at the Ontario Institute for Studies in Education of the University of Toronto and working in the field of art education and human development. Her interests include: holistic education, spirituality in education, imagination in education, teacher development, as well as arts-based narrative and art-informed inquiry. Visual Arts /papers/ application/x-pdf /papers/ 97 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Beckoning the Muse: Teaching Threshold Living and Learning Norris, Joe While it is debatable that creativity can be taught, the ability to create states for self and others in which the muse can be beckoned can be. As a drama teacher and collective creation director I have spent the last 30 years enabling others to singularly and collectively create works of art and to glean insights from the creative process. This paper will describe some key techniques that I have employed to create states to release the imagination of others and the products and insights that they have produced. Themes that have emerged from this work are insights from metaphors, an openness to surprises, the value of media translations, surrender to the moment, the importance of being carried, and response ability. Techniques that will be examined with in vivo descriptions are guided imagery, parallel action with side coaching, body sculpting, improvisation skills including charades and debriefing as thresholds to the imagination. These will be linked to Greene's and Eisner's concepts of the imagination, Neelands's and Heatchcote's beliefs on learning through drama, Johnstone's thoughts on improvisation and theatre sports, Boal's work on popular theatre and audience participation and Csikszentmihalyi's work on creativity.Bio: Joe Norris is the Director of the School of Education at St. Francis Xavier University. He has been the President of the Educational Drama Association of Nova Scotia and the President of the Fine Arts Council (Alberta Teachers Association). He was founder of Mirror Theatre, a social issues theatre troupe that wrote plays on bullying, the politics of student teaching, substance use/abuse, human sexuality, prejudice and qualitative research. They have toured Alberta schools and been keynote presentations at a number of national and international conferences. He has been very active with the International Institute for Qualitative Methodology and the Arts Based Research SIG of the American Educational Research Association. He provides workshops on the value of play in learning, in research, and in the workplace. Presently he is writing a book for Left Coast Press entitled, 'Playbuilding as Qualitative Research'. Creativity /papers/ application/x-pdf /papers/ 98 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Art, Authenticity and Belonging Vasko, Zuzana While the world of visual art has gone through tremendous changes over the last two centuries leading us now toward the end of the postmodern era, various Romantic and traditional views around art making and around the lives of artists remain. For art educators and for young artists, there are constant questions of how to find one's way through the various aesthetic, critical, and political leanings in order to find a place in terms of one's own authenticity, fulfillment in one's work, a need for recognition, and a sense of mastery. In this paper I explore how the ideal of authenticity as described by Canadian philosopher Charles Taylor applies to the context of visual art education. According to this ideal, our own inner path as individuals can be aspired to in a way that not only connects us with ourselves, but also connects us with our peers and the greater concerns of our world. It is particularly powerful in a context of art education at the higher levels, where ideas of originality have often implied a (sometimes daunting) break from tradition and distinctness from fellow beings. When students are encouraged to look within themselves while working within a supportive social framework, the solitary pursuit of something 'original' or 'socially relevant' can give way to something more personally and perhaps universally meaningful. This paper explores notions of originality versus authenticity, and while it is presented from the perspective of a visual artist, I believe the ideas apply to all the arts. Bio: I am a graduate student at Simon Fraser University, completing my thesis in Arts Education. I am a visual artist who works in mixed media, and have exhibited my work in various places in B.C. and also in the Czech Republic. I have taught children's art classes in a variety of gallery, school, and community programs over a period of about nine years, and have also taught English as a Second Language. I will be beginning my PhD in the fall. /papers/19ba43cbd55b36937b3529b5ff43.pdf application/x-pdf /papers/ 99 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 The Role of Egan's Theory of Imaginative Education in Developing Environmental Citizenship Behaviour Tyers, Owen This session explores the vital relationships between education, social change, and our ability to sustain ourselves as a species. The challenge to increase the sustainability of North American society will require two basic types of wide-ranging, interrelated social change: individual and institutional/collective. One strategy with the potential to help cultivate these types of change involves fostering ecological literally and a moral and intellectual reconnection with the planet while also enabling us to recover that which is authentic and valuable in modern culture. Imaginative Education can play a key role in this process. Bio: Owen Tyers is currently a doctoral candidate at Simon Fraser University in the Curriculum Theory and Implementation Program. His long-term research objective is to help determine the optimal methods - especially involving government, mass media, and global civil society - to educate and motivate people to lead more sustainable lives. His primary research focuses on exploring theories of intelligence and motivation within the context of sustainability with an eye to educational reform /papers/ application/x-pdf /papers/ 100 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Using Children Picture Books and Art Prints in Secondary English Classses Anderson, Mary This workshop will be of most interest to practising teachers of English in grades 7-12. Participants will explore, in a hand-on experience, the creation of broad learning opportunities for students by using the art in beautiful picture books and art prints to enhance the study of literature. The session will also include information and practice in reading pictures, and will delve into Feldman's art critique to promote student and teacher writing. This expanded approach to teaching English at high school level is a direct result of the new Alberta English Language Arts curriculum which encourages a broadened definition of 'text'. Additionally, the Government of Alberta's AISI (Alberta Initiative for School Improvement) funding has encouraged teachers to build professional capacity in teaching core subjects through the fine arts.Bio: Mary Anderson has been a practising classroom teacher in Australia and Canada for over 25 years and has for many years incorporated the fine arts into her classes (grades 4-12). For three years, she was teaching in the Calgary Board of Education's Academy of Creative Arts (grades 10- 12). Currently she is seconded to AISI Literacy K-12, where she provides creative professional development for Calgary teachers. /papers/ application/x-pdf /papers/ 101 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Children's AKTEV Imaginations Smyth, Pamela How can we gain insight into children's imaginative thinking? My professional and personal experience together with recent research suggests that creative learning involves imaginative thinking that is supported by sensory perceptions and emotional involvement. This understanding underpins the grounded theory research for my doctoral thesis which is situated within the continuing educational debate related to creativity in the implementation of the Primary National Strategy in England. Classrooms of seven primary 'Leading Literacy Teachers' have yielded evidence of imaginative thinking from a full sample of 179 children and a focus sample of 28 children. Drawings, writing and conversations, observations, descriptions and evaluations from set tasks and classroom activities planned with the teachers have provided rich data to examine for emerging categories of imaginative thinking in learning and teaching against the hinterland of current curriculum constraints. The model of an 'AKTEV' Imagination Repertoire (auditory, kinaesthetic, tactile, emotional and visual imaginations) provides a framework to support the sensitivities and capabilities of children in their creative endeavours. It also offers teachers an interpretive approach to evaluating learning. Theoretical perspectives together with those offered by teachers and children on process and outcomes have subjected the model to constant modifications. In this paper, I would like to share my discoveries of the complex narratives that can be interpreted from children's drawings using the AKTEV model.Bio: Pamela is an education adviser for the London Borough of Bromley, providing professional development and organizing local and national projects for schools. Her fascination with the potential of the imagination as a resource for learning and teaching has been a mainstay during a long teaching career and has led to publications, articles and conference presentations. For her MA thesis, she researched aesthetic response to literature with young children. Her doctoral thesis with the University of Greenwich is near completion and examines a creative process that regards children as imaginative researchers. Currently she is involved in a creative writing programme with children in 10 primary schools. She is an RSA Fellow and has been involved in the work of Arts Council London for many years. She lives in Kent with her daughter, grandson and dog. creativity; imagination; drawing; narratives; sensory; /papers/898973f90db571e11ae3870718e2.pdf application/x-pdf /papers/ 102 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Romantic Imagination and the Introduction of Infinity in Mathematics Education Jonker, Leo I examine a set of problems that can be used in a mathematics class to awaken the romantic imagination of students, and to bring them face-to-face with the need to adjust their understanding to accommodate more complex realities. The problems centre on the concept of completed infinity, and are key to the relationship between geometry and arithmetic. I discuss my experience with these problems in the context of a middle school enrichment class, and with a richer version of the same ideas in a course for prospective teachers. Bio: Professor of Mathematics, and Queen's Chair in Teaching and Learning, Queen's University, Kingston, Ontario, Canada. /papers/a46deb951777548cbc37118a6f0c.pdf application/x-pdf /papers/ 103 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Using Imagination to Connect Kids to History McRainey, Lynn This paper explores how the Chicago History Museum employed the imagination of children to create an exhibition that would help them make personal connections to the past. It also demonstrates how imagination became a central component of the exhibition's interpretive plan. The typical Chicago History Museum exhibit development process begins by defining the historical focus and then designing exhibitions rich in artifacts, narrative, and media. Counter to this process, the project team developing the new children's gallery has considered audience needs, interests, and abilities first. This path has supported the development of meaningful and memorable encounters with historical content by utilizing what is most basic to children--energy, inquisitiveness, imagination, and play. Through research, site visits, and conversations with practitioners, the team identified current techniques and theories for developing exhibition experiences for children. Audience, interactivity, and accessibility remained at the forefront of research and planning. Theory became practice as the team committed to a development process where kids would have the final say. The wisdom of our audience informed all key exhibit choices, helping us focus on what was fun and exciting as well as intriguing and thought-provoking. Through extensive audience research, concept testing, and prototyping of activities with children, the team sought to understand and address the needs and interests of children and drew on that knowledge to shape design decisions. This paper will illustrate how a museum willing to embrace the wonder and curiosity of its audience was able to connect theory to practice; and imagination to history. Bio: D. Lynn McRainey is currently Director of Education at the Chicago History Museum. In this role, she guides a staff of educators in planning and implementing a broad range of programming for adult, school, and youth audiences. She also serves as Project Director and lead educator for a new Children's Gallery. Ms. McRainey has over 20 years experience in museum education having worked at art, history, and children's museums. She recently served as guest editor for the Journal of Museum Education issue, The Field Trip: Enigma or Paradigm? In 1994 she received a Fellowship in Museum Practice from the Smithsonian Institution, and participated in the NEH Summer Seminar for College Teachers at Yale University in 1992 and in the Getty Leadership Institute, Museum Leaders: the Next Generation program in 2004. She has an M.A. in Art History and a B.A. in American Studies from the University of Virginia.  John Russick is a curator at the Chicago History Museum. John has nearly twenty years of experience in a variety of museums including the Field Museum, the Smithsonian Institution's National Museum of American History, the Texas State Preservation Board, and the Museum of Anatolian Civilizations in Turkey. In 1998, he joined the staff of the Chicago History Museum and has since led the development of five major exhibitions. Currently, he is the lead curator for both the new children's gallery and the restored diorama hall, scheduled to open at the Chicago History Museum in September 2006. He is also directing the development of a citywide celebration of Louis Sullivan's 150th birthday to take place this fall in Chicago. Examples of his exhibit label writing were featured in the quality label writing competition at the 2001 and 2004 annual meetings of the American Association of Museums. /papers/e4b17954e03f57b88ca1c6d8c754.pdf application/x-pdf /papers/ 105 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Synergy and Collective Imagination: The Hidden Power of a Classroom Gregory, Jessie Introduction George Bernard Shaw once stated: "Imagination is the beginning of creation. You imagine what you desire, you will what you imagine, and at last you create what you will." Fortunately the attributes of thought and spirit is not relinquished solely to the individual. Since the time of Aristotle, theorist have studied and concluded that when two or more individuals come together they have the potential to create a greater effect than each could create independently (Corning, 1998).One of the primary areas whereby an opportunity exists for individuals to come together is the educational environment. As such, today's educator is placed in the unique position of being able to foster synergy and the collective imagination within the classroom setting. Purpose This paper will explore the influence of synergism and collective imagination within the learning environment. Furthermore, the research will identify: the manifestations, the positive and negative effects upon students as well as instructors, and the possible methods educators may take in fostering and harnessing these powerful influences. Mode of Inquiry The methodology used for this study draws on the principles of historical research, analyzed though the lens of critical theory, and interpretivism. Possible Implications By gaining a deeper understanding of synergy and its influence upon the collective imagination the educator will gain a deeper understanding of the learning environment. References: Corning, P. A. (1998). The Synergism Hypothesis: On the Concept of Synergy and its Role in the Evolution of Complex Systems. Journal of Social & Evolutionary Systems, 21(2), 133-173. Bio: Jessie Gregory is currently a doctorial student in the Department of Educational Leadership & Policy Studies at the University of Oklahoma. His current focus of study is in the area of classroom dynamics and its affects upon the learning environment. He has a professional background in both teaching and training through Texas A&M University in Commerce, Texas. /papers/ application/x-pdf /papers/ 106 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 "A Common Thread: Integrating Diverse Learning Perspectives" Nelli, Debora Note:This session can be offered as 60 or 120 minutes. Participants in this experiential session will design and create a fabric quilt square representing their philosophy of learning. Participant's quilt squares and diverse images will be integrated and sewn into a commemorative art quilt. Fabric, notions and sewing machines will be provided. No prior sewing experience is necessary. Learning collaboratively, we will piece together our quilt along with a greater understanding of learning. Time will be allowed during the session for participants to share ways they might use quilting as an artistic medium of expression in their classrooms. Examples and stories of other art quilts will be provided for classroom inspiration. This experiential session will provide educators with practice in using quilting as an artistic medium to help their students access and express thought and emotion through imagery and creativity. This session will be of interest to educators interested in traditional women's folk art or any educator interested in experiencing the power of using artistic forms of expression as part of their curriculum. The practice of using artistic representation as part of the curriculum affirms a commitment to diversity. Artistic forms of expression honor multiple intelligences and other ways of knowing. Curriculum emphasis on expressing thought and emotion through the spoken and written word limits the range of human potential for learning. Art is inclusive and expansive and helps learners uncover hidden ways of understanding. Creating art and using it as a catalyst for critical dialogue often helps students see things in a new light. Quilting is also a unique medium that validates traditional women's folk art as commemoration, social commentary and individual artistic expression. Bio: Debora Nelli is a doctoral student in Portland State University's Educational Leadership Program, specializing in Postsecondary, Adult and Continuing Education. Current research interests are in gender equity in higher education and transformative learning. /papers/ application/x-pdf /papers/ 107 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Imagining Real Life: John Dewey and the Possibilities of Dialogue Satanovsky, Lisa In his book How We Think, John Dewey (1910/1991) makes a distinction between the imaginative and the imaginary or the "unreal." He notes that far from flight and fantasy, "The proper function of imagination is vision of realities that cannot be exhibited under existing conditions of sense-perception" (p. 224). Taken this way, imagination serves to "supplement" and "deepen" our powers of observation and logic. In this theoretical paper, I discuss the educational implications of Dewey's view of imagination. I locate it against a backdrop of American culture in which fantasy, not imagination, is celebrated. American fantasy resides on newsstands, in movie theaters and on store shelves. It saturates public discourse. Much of the social landscape is a Disney haze that finds its way into educational spaces. Such fantasy thrives on illusion while Dewey's imagination thrives on vision and possibility. Such fantasy leads to escape. Dewey's imagination requires immersion in life. Fantasy provides personal band-aids. Dewey's imagination calls for problem-solving and for struggling to realize collective dreams. Fantasy satiates and stymies; imagination keeps us hungry and on the move. American fantasy is for consuming; imagination is for creating. I propose and expand on dialogue as a method by which Dewey's rendering of imagination may be cultivated in education. Educators may develop means for dialogic imagining in private thought and in the public domain. I recommend using social languages that penetrate existing realities and pave the way for new and better ones. Bio: Dr. Lisa Satanovsky teaches for the American Culture Studies Department at Washington University in St. Louis. She is also a Research Assistant for the project, "Pedagogy of Ethnicity." Her current work focuses on teacher reflection, dialogue in higher education and American educational theories from the sixties and seventies. /papers/ application/x-pdf /papers/ 108 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Creativity mediated: Vygotsky's lesson. Gajdamaschko, Natalia Lev Semenovich Vygotsky (1886-1934) is famous in the world of educational research as the creator of the cultural-historical theory of development. He is considered one of the major figures of twentieth-century psychology. For the educator interested in such topics as how to engage children in becoming more imaginative and creative, Vygotsky offered a crucially important insight into the role of mediation and cognitive tools in creativity. Prior to his work-and still commonly the case among those who have not seen its rich implications for education-educators tended to take different, more traditional approaches to the issue of creativity. I will sketch them briefly and then suggest how Vygotsky's insight into creativity helps us to transcend the limitations of these traditional approaches. The main purpose of this talk, however, is to explore some new implications of Vygotsky's insight, seeking to unfold it in ways that enable educators to discover new pathways to engage students in the process of creativity successfully. Bio: Natalia Gajdamaschko, Limited Term Faculty and Adjunct Professor at the Faculty of Education SFU, is a Vygotskian psychologist, trained in Moscow, Russia. In North America, she has served as a Visiting Research Fellow at the Vinson Institute of Government and the Torrance Centre for Creative Studies at the University of Georgia (USA). As the recipient in 1993 of an Advanced Scholars Award by the International Research and Exchange Board (IREX), she spent an academic year at the University of Connecticut's School of Education and National Centre for Gifted and Talented conducting research on gifted education and educational psychology. Dr. Gajdamaschko has presented papers at numerous European, North American and World congresses in the fields of educational theory, gifted education, educational psychology and organizational psychology. Among her publications, Dr. Gajdamaschko is the author of "The Totalitarian Mask" in A. Baldwin and W. Vially (Eds), The Many Faces of Giftedness: Lifting the Mask (1999), "Lev Vygtosky on Creativity" in M. Runco and W. Pretzker (Eds), Encyclopedia of Creativity (1999), and (with Kieran Egan), "Some cognitive tools of literacy" in A. Kozulin and others (Eds), "Vygotsky's Theory of Education in Cultural Context" (2003). /papers/ application/x-pdf /papers/ 110 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Engaging the reluctant secondary learner through Multiple Literacies Gray, Cynba Title: Engaging the reluctant secondary learner through Multiple Literacies Abstract: Calgary'Board of Education's Area 3 student population comes with a variety of back grounds. Diversity is abundant in ethnic, visible and ability areas. The reluctant learner dominates this part of Calgary. What have we done about this? AISI (Alberta Iniative for School Improvement) has developed a program of three year active research grants. With these grants, coordinators and their active teacher participants have developed diverse and differentiated programs to engage our reluctant learners. A few of these programs are reading literacy based…while others are fine arts focused. As a result, these involved schools and their student population have seen an increase in attendance, in students engagement, in teacher engagement, teacher roles changing, and a dramatic increase in Provincial Diploma testing scores. The motivating factor is developing capacity within our teachers to engage in an enhanced Multi-Literate approach to teaching/facilitating. What this has done for our Area 3 schools has had a tremendous affect on morale, on the stereotypes of our students and our schools, and the pride from within our schools which has clearly filtered out in to the community. The labels associated with our secondary schools are changing…invitations are being extended to this student population to participate in other city wide opportunities to share their successes. Teachers are actively engaged in student achievemnt and thus the reflection on great teacher practice is being celebrated as well. My one hour presentation will be both informative and interactive. Bio: A first generation Maritimer, I was not easy to engage as a public school student. I read a great deal but simply was not engaged, except for my grade 5 teacher. She used a Mulitple Literacy approach to learning and investigating. I still remember her well as an inspirational factor in my decision to become a teacher. I studied at Mount Saint Vincent University in Halifax Nova Scotia and proceeded to continue my studies in Secondary Education while working with innercity elementary kids. This began a journey I still find myself on. Multiple Literacies has become my passion and my life. /papers/ application/x-pdf /papers/ 111 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Rhyme, Rhythm, and Pattern in Language and Music: Theoretical Relationships and Applications to Imag Peters, Beryl "Rhyme, rhythm, and pattern are potent tools for giving meaningful, memorable, and attractive shape to any content. Their roles in learning are numerous, and their power to engage the imagination in learning the rhythms and patterns of language-and the underlying emotions that they reflect-is enormous" (Egan, 2005, p. 3). Egan includes the elements of rhyme, rhythm, and pattern as part of a primary cognitive toolkit that connects students' imaginations with curricular content while enhancing the powers of students' brains (Egan, 2005). Rhyme, rhythm, and pattern are also important features of musical development; music is founded on the elemental nature of beat and rhythm. Cook (2000) believes that the universal appeal of rhythm is rooted in the common realm of music, dance, language, and human experiences and observes that rhythms associated with these activities allow for both control and release of emotions. Sloboda states that "music is capable of arousing deep and significant emotion in those who interact with it" (2005, p. 203). This paper examines the theoretical relationships between the rhythms and patterns of language and the patterns and emotional engagement inherent in music and explores application of these relationships to practice for engaging elementary school students' emotions and imaginations across curricular areas for all learners. Learning is made meaningful through emotional, physical, aural, and verbal engagement with experiences in speech-play, song, pitched and nonpitched instruments, movement, listening, improvisation, and composition accessible to all students and teachers. Bio: Beryl Peters is presently in her third year of a Ph.D. program in Inclusive Special Education at the University of Manitoba. The focus of her research is the potential for the arts to engage learning across curricular areas for all students. Beryl is currently an Instructor at the Faculty of Education at the University of Manitoba and has worked as an educator at all levels from Elementary School to Undergraduate programs for over twenty years. She has presented on arts and music education at local and national conferences and is an executive member of the Manitoba Orff Chapter. /papers/ application/x-pdf /papers/ 112 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 St(art)ing with Imagined Hearts: Artists-in-Residence Perspectives of a Candidate Teacher Program de Cosson, Alex This is a collaborative presentation by two artists-in-residence, a sculptor and a dancer, from the newly created Teaching from the Heart cohort in the elementary teacher education program at the University of British Columbia. Through a/r/tography (Irwin & de Cosson, 2004), understood as a methodology of walking/writing (de Cosson, in press; de Cosson, Irwin, Kind, & Springgay, in press; Irwin, in press) through sculpture and dance (phenomenology in practice), that these artists track, in three dimensional space, the processes and pedagogical implications of the (s)p(l)aces in which teaching and learning (the spaces that embody the very heart of the imaginative teaching soul) manifest themselves. To be an artist-in-residence has its risks; the question of how artists retain their artistic identity, while being subsumed into the school culture, is conflicted (de Cosson, Grauer, Irwin, & Kind, 2005; Meban, 2000; Burnaford, Aprill, & Weiss, 2001). Learning Through The Arts™ (LTTA) found, among other things, that artists-in-residence change pedagogical understandings of teachers and teacher candidates (Kind, Irwin, Grauer & de Cosson, 2005; Irwin, Wilson Kind, Grauer, & de Cosson, 2005; Grauer, Irwin, de Cosson, & Wilson, 2001). It is with/in a contextualized space of the Neville Scarfe building (UBC) that these artists bring themselves to question issues of personal relevance. If, as they contend, it is an artists job to see a-new, to (re)engage with spaces known too well by those who inhabit them, then how can their engagement with these spaces bring new meaning, and how relevant may these insights be to candidate teachers? Bibliography Burnaford, G., Aprill, A. & Weiss, C. (2001), Renaissance in the classroom: Arts integration and meaningful learning. Mahwah, NJ: Lawrence Erlbaum Associates. de Cosson, A. F. (in press). Sites of sculpture: (Walking/writing as an over/underpinning to frameworks of sculpture as a research methodology). Chapter 22, Three dimensional art forms, Sculpture. In G. Knowles & A. l. Cole (Eds.) Handbook of the arts in qualitative research: perspectives, methodologies, examples, and issues (working title). NY: Sage Publishing. de Cosson, A. F., Irwin, R. L., Kind, S. & Springgay, S. (in press). Walking in wonder. In Gary Knowles, Ardra Cole, & Teresa Luciani (Eds.). The art of visual inquiry. Halifax, NS: Backalong Books. de Cosson, A. F., Grauer, K., Irwin, R.L., & Kind, S. (Fall 2005). An Artist-in-Residence or A/r/tography in Praxis Educational Insights, 9(2). [Available: http://www.ccfi.educ.ubc.ca/publication/insights/v09n02/exhibits/artography.html] Grauer, K., Irwin, R., de Cosson, A. F., & Wilson, S. (2001). Images for understanding: Snapshots of learning through the arts. International Journal of Education and the Arts 2 (9). (Retrieved on December 18, 2005 at http://ijea.asu.edu/v2n9/. Irwin, Rita L. (in press). Walking to create an aesthetic and spiritual currere. Visual Arts Research. Irwin, R. L., Wilson Kind, S., Grauer, K., & de Cosson, A. F. (2005). Integration as embodied knowing. In M. Stokrocki (Ed.). Interdisciplinary art education builds bridges to connect disciplines & cultures (pp. 44-59). Reston, VA: National Art Education Association. Irwin, R., L. & de Cosson, A., F. (Eds.). (2004). A/r/tography: Rendering self through arts-based living inquiry. Vancouver, BC: Pacific Educational Press. Kind, S., Irwin, R. L., Grauer, K., & de Cosson, A. F. (2005). Medicine wheel imag(in)ings: Exploring holistic curriculum perspectives. Art Education 58(5), pp. 33-38. Maben, M. (2002). The Postmodern artist in the school: Implications for arts partnership programs. International Journal of Education & the Arts 3 (1). (Available from http://ijea.asu.edu/v3n1/)Bio: Alex de Cosson received his PhD from UBC and his MFA from York University and has worked as a sculptor and educator for over twenty-five years. He has been awarded numerous grants, including The Canada Council, The Ontario Arts Council and the BC Arts Council, and exhibits both nationally and internationally. His research interests are centered in arts-based and autobiographical ways of knowing and being. Alex has published in numerous journals and contributed chapters to books furthering arts-based forms of teaching and learning. In 2004, he was co-editor with Dr. Rita L. Irwin, of A/r/tography: Rendering Self through Arts-Based Living Inquiry, published by Pacific Educational Press. Alex has been on the faculty of the Ontario College of Art and Design since 1987, and is concurrently a Sessional Instructor at UBC and an instructor at ECI. He was awarded the Gordon and Marion Smith Award for Excellence in Art Education from UBC's Curriculum Studies Department in 2003.  Kathryn Ricketts is one of the first graduates of the dance program at Simon Fraser University and has been working in dance for the past twenty-five years. She has worked across Canada as a company and independent dancer as well as a set and costume designer and teacher. After running ricketts dance co. for ten years in Copenhagen, Denmark (it continues to operate as a repertory company), she has returned to Vancouver with her family and is currently serving as Artistic Director of MainDance and Plan B Dance Productions. In her independent teaching, she works with students from toddlers to professionals. Her work has been performed from Egypt to South America, in moving buses, deserted army bunkers and opera houses, and for audiences from people on the street to the Queen of Denmark.  Kit Grauer is actively involved in art education organizations at the local, national and international levels. She has held executive positions in the BC Art Teachers Association, Canadian Society for Education through Art, National Art Education Association as Director in Higher Education and the Chair of the NAEA Teacher Education Research Task Force and numerous executive positions in the International Society for Education through Art including President. She is also very involved with art education publications and has been on many Editorial Boards. In recent years, Kit Grauer has been awarded the NAEA/BC Art Educator Award; the NAEA Pacific Region Art Education Award; the UBC Killam Teaching Excellence Award; the Alma Mater Society "Just Desserts" service award; the CSEA Gaitskell Award, the UBC Sam Black Award for Education and Development in the Arts, the USSEA Ziegfeld International Award, the AERA Award for Best Publication in an Electronic Journal and the George Cedric Metcalf Foundation Award for Excellence in Research. /papers/ application/x-pdf /papers/ 113 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Theatre in Pieces in Pedagogy: Women in Fish as a Place of Learning Perry, Mia "Drama in education" is a well known and established area in the field of education theory (Gallagher, 2001; Jackson, 1993; Johnson & O'Neill, 1985). One particular relationship that seems to be overlooked, however, is that between contemporary theatre performance (and the spectating implied) and current theories and practices of imaginative education and places of learning (Ellsworth, 2005). This presentation is based on an aspect of my doctoral work that is in progress but that reflects the theorization of many years of practice in theatre and community. I would like to talk about the places of learning (Ellsworth, 2005) within the theatre experience by looking in particular at three elements of representation occurring in the recent production of Women in Fish: Hours of Water, an interdisciplinary play by Marie Clements (2004). Taking apart various elements of the play to analyse their processes and impacts may seem at first glance to be a structuralist activity, reminiscent of the days when semiotics first validated the study of dramatic theory (see Aston & Savona, 1991). On the contrary, I aim to portray these modes as evolving, living and transforming experiences that create meaning only in collaboration with spectators and their various kinds of understandings, changing with every changing spectator. It is in this light and through the lens of imaginative learning that I propose to analyse elements of Women in Fish, that each in themselves represent unique places for learning, and combined in a piece of theatre create a multi-layered, multimodal and imaginative pedagogical experience. Works cited: Aston, E. & Savona, G. (1991). Theatre as a sign-system: A semiotics of text and performance. London: Routledge. Ellsworth, E. (2005). Places of learning, NY: Routledge Gallagher, K., & Booth, D. (Eds.) (2003). How Theatre Educates: Convergences & counterpoints. Toronto: University of Toronto Press. Jackson, T. (Ed.) (1993). Learning through theatre: New perspectives on theatre in education. London: Routledge Johnson, L. & O'Neill, C. (Eds.) (1985). Dorothy Heathcote: Collected writings and education and drama. Hutchinson and Co. Ltd.Bio: Mia Perry is a theatre theorist and practitioner currently undertaking her doctorate degree in the field of theatre and education at the Faculty of Education at the University of British Columbia. She received her BA in Theatre Studies and Russian from the Samuel Beckett Centre, University Trinity College Dublin, Ireland and her MA in Contemporary Performance Art from the Central School of Speech and Drama in London, England. During her training, Mia spent a year in Moscow studying theatre and language at The Russian Academy of Theatre Arts. Mia has worked in various parts of the world in performance, teaching, arts criticism and research. /papers/ application/x-pdf /papers/ 114 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Visual Art as Cultural Mediator Henry, Carole Within the US, over 3.5 million children are currently identified as limited in English proficiency (Fillmore, 2000) and, of these, many receive only limited English as a second language (ESL) classes. Better understanding of the emotional and cognitive needs of ESL students is crucial to their educational success in a new country. Because of the visual nature of art, children who speak languages other than English are often placed in art classes soon after they enroll in a school. Art teachers typically adapt curricula on an individual basis (Eubanks, 2002). Experiences with students who speak other languages during teacher preparation can better prepare our students for the diversity within the contemporary classroom. This paper examines the experiences of art education students who participated in a studies abroad program in Cortona, Italy. Students developed and implemented a visual art unit to grades first through fifth at the local elementary school. We were interested in discovering answers to the following questions: How would students find ways to communicate that bridged the language barrier? What role did the visual nature of art play in facilitating communication? What lessons were learned that could be applied to teaching children who do not speak English in their classrooms of the future? Through an analysis of the data gathered over three semesters, it was determined that this experience gave students increased cultural understanding, greater confidence in their teaching, and a foundational experience that could help them be more successful in working with ESL students in the future.Bio: Carole Henry is an Associate Professor of Art and Chair of Art Education at the University of Georgia. She is a Meigs Professor of Distinguished Teaching, a Fellow of the National Art Education Association, and a member of the National Council for Policy Study in Art Education. Her research is in the area of museum education and teacher preparation.  Tracie Costantino is Assistant Professor of Art at the University of Georgia and has worked as an evaluation consultant and director of arts education programming in the Chicago area. Her research interests include the development of aesthetic understanding, arts education policy, qualitative research methodologies, and program evaluation theory and practice. /papers/ application/x-pdf /papers/ 115 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Philosophers' Fictions-Teachings about Teaching McEwan, Hunter My paper will explore two ways in which philosophers have made use of narrative to shape the ways we think about teaching: genealogies and portraits. Genealogies are a form of conjectural history. They are "useful fictions" (Williams, 200$)-they tell a story about beginnings, and, in so doing, tell us something important about how we understand these things. The genealogy of teaching I have in mind is a version of the state of nature narrative and is given explicit expression by John Dewey (1916) in his distinction between formal and informal education. Another time-honored way of presenting one's ideal teacher is to represent that vision in a concrete portrayal of such a person. The prototype is Plato's Socrates. I propose to show how Augustine, Rousseau, and Nietzsche also created similar paradigmatic teachers in their writings. In Augustine and Rousseau, they are self-portraits, while Nietzsche settles on the figure of Zarathustra. Philosophical portraits appear to be more closely related to the portrayal of religious figures rather than the caricatures of dramatists and novelists. They project larger-than-life figures, teachers constructed on an heroic scale. We view them first as paradigmatic individuals-models of a kind of life, and we are urged to follow their example. But their example is not just about how to lead a life. Because teaching is a central aspect of their lives, each portrait also conveys important lessons about what it means to teach. Bio: Professor of Education and Chair of the Department of Educational Foundations at the University of Hawaii. Research interests: philosophy of teaching, curriculum theory, democracy and education. Other interests: digital photography, golf, travel. /papers/ application/x-pdf /papers/ 116 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Capturing Students' Imagination: The Question of Assessing the Imaginative Mathematical Work of Stud Liljedahl, Peter There exists a tension within mathematics - for while mathematics is created in the fires of creativity and the imagination it is recorded and disseminated in a tradition of dogmatic adherence to the protocols of deductive logic. As a result the artefacts of mathematics look very little like the art of mathematics. In a climate of reform, this tension is played out at many different levels. One of these levels, and the focus of this proposal, is the level of evaluation and assessment. If the art of mathematics is indeed steeped in the imagination, as I propose, then what sorts of evaluative instruments exist that can be used to value the imaginative work of students' mathematical work? That is, what sorts of instruments exist that can capture students' imaginations? In this presentation I will draw on literature from three corners of mathematics: mathematicians' mathematical work and mathematical writings, research on assessment in general and in mathematics in particular, and theories pertaining to imaginative education. From these three corners will emerge a theory of assessment that focuses on the chronological work of students as opposed to the logical work of students.Bio: Dr. Peter Liljedahl is a former high school mathematics teacher and a father of three very energetic children. Currently he is an assistant professor in mathematics education at Simon Fraser University. Dr. Liljedahl's interest lies in creativity and imagination in problem solving, numeracy, and mathematical engagement. To this end, his research is focused on problem solving and its effect on teaching and learning. Dr. Liljedahl's current research projects include the affective impact on students in a problem solving environment, the reform of teachers' practices in the context of numeracy, and the implication of alternate assessments on teachers' practice. mathematics; assessment; journaling; persona /papers/ application/x-pdf /papers/ 117 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Curricular Theorizing From The Periphery Weenie, Angelina Curricular Theorizing From The Periphery ABSTRACT With its tensions, conflicts, and contradictions, Aboriginal curriculum is experiencing a metamorphic and transformational period. Poststructuralism and postmodernism offer those alternative modes of inquiry and interpretation. The author presents an exploration and analysis of poststructuralism and its implications for Aboriginal curricular theorizing. The author begins with memory work to represent lived curriculum. The use of memory work facilitates an examination and understanding of positioning, and the biases, and assumptions that constitute curricular work. It also brings into perspective an awareness of the interpretive lens that educators bring into curricular theorizing. The story of curriculum and how knowledge making came to be structured is discussed. Various interpretations and definitions of curriculum are reviewed in working toward a more definitive understanding of Aboriginal curriculum. The author presents theoretical perspectives of curriculum as vision, and discusses cultural difference in curricular theorizing. Bio: Angelina Weenie is an Assistant Professor and Department Head of Indian Education at First Nations University of Canada, Regina, Saskatchewan. /papers/ application/x-pdf /papers/ 118 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Telling the Stars: A Quantitative Approach to Assessing the Use of Folk Tales in Science Education Meyers, Margaret The SkyTeller Project created audiovisual presentations which paired traditional Native American folk tales with science explanations on ten topics in astronomy. Rather than placing mythology and science in opposition, these presentations dovetailed the two approaches, building science explanations on the images of the traditional stories. The research question was whether this approach would serve to increase students' interest in astronomy topics. The media presentations provided a replicable event with a target audience of over 3500 third through sixth grade students in eight locations in the United States during the pre-release stage of the project. Because few quantitative studies have been conducted to examine the use of stories in science education, the development of an instrument to assess students' attitudes toward science and stories formed a major part of this research. Factor analysis helped refine the survey to produce a valid instrument and testing procedure. During the final stage of testing, the revised instrument and methods found significant (p<.001) increase in positive attitude toward science after the presentations. Questionnaires, telephone calls, and on-site visits with program presenters and teachers confirmed quantitative results. This paper will address the development and testing of the questionnaire, as well as the assessment of the results. Quantitative assessment of student attitudes provides useful information for evaluating storytelling media, and could be applied to other creative educational methodologies. Bio: Margaret Meyers received a Master of Arts in Storytelling from East Tennessee State University in December of 2005. Previously she studied philosophy of science and mathematics at Indiana University and at St. Louis University. She taught philosophy and mathematics at the university level for 20 years. Her studies of Gödel's Incompleteness Theorem and the work of Karl Popper led her to understand the need for creative thought in both science and mathematics. Storytelling is now her vehicle for imaginative education. science; media; folk tales; attitude; astronomy; research /papers/ application/x-pdf /papers/ 119 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Exploring Imaginative Worlds through Digital Video Storytelling in an Urban After-school Community Charmaraman, Linda This study explored students' cognitive, social, and emotional engagement while participating in an after-school media production program for at-risk, low-income adolescents. Through the analysis of questionnaires, formal interviews, and field observations, what actually develops in students participating in the program is examined, including technical abilities such as computer and software fluency, as well as literacy skills, such as crafting a plot, synthesizing elements to form a whole, and evaluation of ideas. This program positively affected the students' social and emotional beliefs about their imagined future prospects, ability to collaborate with others, and their sense of community. Students ranged in hopefulness by level of expertise in media production on how likely their digital videos would lead their own community to understand youth better in general. From the initial conceptualization/ development to the field production to the final editing, each of these stages utilized many levels of understanding through the use of cognitive tools, such as gesture and communication, generating images and metaphors, idealism vs. realism, searching for truth and identity. Informal learning opportunities that incidentally encompassed many principles of Imaginative Education arose throughout the process by adult scaffolded and peer mentored media arts activities. The data collected in this dissertation study may be of use to teachers, administrators, after-school coordinators, and researchers who are committed to informal learning environments and bridging the digital divide in low-income student populations. The findings may further illustrate the need to promote new creative literacies that tap into the emotions in a media savvy world. Bio: Linda Charmaraman has research interests that span different specialties within educational psychology, ranging from media literacy to beliefs about intelligence to the digital divide to the nature of insight. I believe that these areas are tied because they ask us to re-examine the power of beliefs in consciously or subconsciously forming or transforming our educational communities. Whether it's the role of insightful learning in the classroom or the rise of new multi-literacies and multimodalities through the use of digital technology, beliefs surrounding these topics can powerfully affect both teaching and learning within and outside of the classroom. She continues to nurture her imagination by producing an independent film festival for marginalized communities, by hosting radio shows and interviewing artists on their process, and by dancing whenever she can. Linda expects to complete her doctoral degree this summer at the University of California, Berkeley in Human Development and Education. youth media, adolescent development /papers/c43aefbca518a069a84e1eae198d.pdf application/x-pdf /papers/ 120 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Engaging the Imagination in Large Lecture Classes Kjesrud, Roberta Large lecture classes offer a challenge to instructors trying to incorporate imaginative pedagogy that encourages creative thinking and problem-solving. At Western Washington University, instructors and the Writing Center are teaming up to create online learning communities which engender learning through scenarios framed in conceptual metaphors. For example, in an Asian art history survey class, students learn how Hindu objects are valued within Indian culture by imagining they belong to a team of museum curators who must use indigenous evaluative criteria for deciding which art to save from an impending natural disaster. Engaging the imagination through this role-play moves students from seeing to understanding; rather than passively viewing art, students take an active role in protecting, defending, and explaining it. Through this process, students become personally - and collectively - invested in the concepts framing the study of Asian art. Not every online learning community at our University has enjoyed the success of the one mentioned above. In another course on the psychology of gender, students simply refused to "buy" the conceptual metaphor and rejected imagining as prompted. The contrast between these experiences leads us to investigate principles that guide successful pedagogical choices. Using comparison data from these two case studies to inform our discussion, we propose an inquiry-based roundtable featuring instructors, writing center facilitators, and student participants to consider the questions: What characterizes conceptual metaphors that resonate with students? How can we prompt imaginative learning in traditionally passive lecture courses? Bio: Roberta is the Writing Center director at Western Washington University.  Julia is a faculty member in the Art Department.  Kathleen was a participant in an Art History online learning community.  Andrea was a participant in an Art History online learning community.  Melissa has both participated in and facilitated online learning communities. /papers/ application/x-pdf /papers/ 121 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Learning Modes and Assessment in the Pacific Islands Miller, Mary Jane Although they are seemingly worlds away, students in the Pacific Islands experience the same need for high quality instruction and assessment as students elsewhere. A Multiple Intelligence survey of students and adults on Guam demonstrates learning strengths that are important for instructors to acknowledge. This has implications not only for how we teach our students, but how we assess them as well. Current research and learning theory suggests that human beings have a wide variety of intellectual abilities, and many of these intellectual qualities are not measured by traditional intelligence tests, nor are they effectively addressed in most classrooms. Howard Gardiner's theory of Multiple Intelligences makes an outstanding teaching tool that can be used by classroom teachers at any level and in any cultural setting to promote imaginative education and positive learning experiences as well as improved student outcomes. In addition, the need for appropriate assessment cannot be overlooked. Even in the presence of well-touted educational reform and current learning theories, most classrooms still cater to linguistic and logical/mathematical abilities. It is important to allow students a variety of creative methods to demonstrate their acquisition and understanding of content information. This study discusses multiple intelligence survey results of populations residing on Guam. It compares the learning strengths found within these groups and discusses the implications for creative teaching, learning and assessment. The learning strengths may vary from population to population, or classroom to classroom, but the need for those strengths to be addressed remains universal. Bio: I have been an educator, researcher, and learner for all of my adult life. Over the years I have taught or tutored most classes and many subjects, at least on a temporary basis, from kindergarten to graduate level. I served as project director, curriculum specialist and literacy coordinator in a variety of locations and currently teach at the University of Guam. I received my B.S. from Arizona State, M.S. from Portland State, and Ed.D. from the University of Sarasota. /papers/ application/x-pdf /papers/ 122 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Opening the Doors to Graduate Education in the Workplace:Connecting Theory and Practice in Managemen Gray, Judy This paper presents an innovative project designed to deliver a university graduate program to cohorts of management teams in their workplaces. This program was initiated by the Faculty of Education in conjunction with a range of diverse community partners including a manufacturing company with multiple sites across the country and public sector organisations. The Masters of Organisational Leadership provided the program foundation but courses were tailored to the particular needs of participants. The learner-centred approach meant that participants became active agents in the construction of knowledge. The course provided opportunities for participants to investigate leadership challenges in light of current theory. Rather than building the static 'stock' of knowledge within each organisation, one of the major goals was to develop dynamic social processes through which tacit knowledge could be shared, enhanced, and renewed. Consequently, participants were engaged in a continuous cycle of building working knowledge in an action research process which facilitated the integration of new ideas into everyday practices. Learning has become embedded within the workplace environment and community. Through reciprocation of disclosure, the program built individual self-efficacy, trust, acceptance of others, and insight into common problems experienced across very diverse work units and departments. In addition, the academics involved no longer had a monopoly on imparting knowledge but rather became entwined in a web of knowledge generation. The paper explores the application of the project as a model for additional university-workplace partnerships involving other faculties including health sciences, engineering, and information technology. Bio: Dr Judy Gray is an Associate Professor in the Faculty of Education, Monash University, Melbourne, Australia. She teaches Resource Management and Leadership in the Masters of Organisational Leadership program. In designing courses, she draws on a practical approach based on many years as a business manager and her 12 years of experience teaching in the Department of Management. Judy has received the Monash University Vice Chancellor's Award for innovative teaching. She has published in international journals on leadership, organisational culture, knowledge management, decision-making, research methods, human resource management, and business communication. Judy is Chief Investigator for The Monash University-Australian Institute of Management national study of executive leadership, organisational culture, and innovation. /papers/ application/x-pdf /papers/ 123 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Up-side-down, down-side-up: From practice to theory and theory to practice Rodriguez, Zoraida While studying Performing Arts I began teaching English. Trying to improve confidence in children to use the new language, and not sure about what teaching was, motivated me to use drama in my classes. When I became acquainted with Whole Language philosophy which values culture and language and its relationship to thought; understands mistakes as part of any learning process, and reading and writing as interrelated processes that should not only help to read the word but also the world -as Freire used to say- I began to understand that my role as an English teacher implied more than knowing the language or theatre. Through a biographical self-narrative research I used the data collected in 12 years of experience to discuss about my responsibility as an English teacher in a global world; my understandings about a holistic, inquiry-based education and the role of arts in it; and my reflection on the language of critique in teacher education. Critical Pedagogy, Whole Language and Critical Literacy are part of the theoretical support that has allowed me to think about the importance of deepen in the construction of subjectivity in Language teachers' education to whom linguistic aspects have mainly be encouraged and understand the necessity of self empowering to allow students' empowerment and therefore, changes in the educational system. As part of the result of the research I developed a proposal based in arts, reading and writing and teaching English as a social practice which I will share in this conference Bio: As professional artists my parents influenced my interest in arts although it temporally changed when they left to a different country while I was 10. I preferred subjects related to Languages and Geography which led me to study Tourist Administration; then I learned English. I returned to the university some years later and studied Performing Arts; by that time, I accepted a place to teach English to children. During 12 years I was involved in different activities concerning arts to improve English Language teaching and learning, developing projects related to storytelling, tours to art exhibitions, puppets, masks, painting, poetry, and drama. Having the intuition of why creativity was important in education I did my Masters Studies in Pedagogy, Sign Systems and Cultural Diversity at University of Antioquia, Medellin, Colombia where I am currently working as a teacher in both, Faculty of Education and School of Languages. I am also part of Diverser Research Group /papers/ application/x-pdf /papers/ 124 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 A Reconstructionist Approach to Teaching a Traditional Subject or, "The day I jived with my pro Procter, Dennis Science is often one of the least appealing teaching subjects for many student teachers, notably at the elementary level. A survey of student teachers is likely to show at least half who have no recent science background, and even more who are uncomfortable with the prospect. My goal with the activity presented in this workshop is to show them that they can both teach and enjoy science, regardless of their previous experiences with the subject. My general strategy is to model the application of popular ballroom dances to science teaching and learning. Moreover, I show how diverse interdisciplinary connections can be made while using dance in basic science experiments. One or two strategically placed lessons of this nature can have a major, positive impact on diverse classroom interactions.Bio: Born New Zealand 1945. B.Sc. Hons., Univ. Canterbury, N.Z. 1967. M.Sc., Zoology, UBC, 1971. Ph.D., Entomology, U of Alberta, 1979. B.Ed., U of Calgary, 1998. Doing second Ph.D. Scientist: ecologist, biogeographer. Educator: teaching in high school science, and in B.Ed. and M.Ed. programs. Professional interests include multidisciplinary teaching, cross-cultural teaching, curriculum development and evaluation, and general and qualitative research methodologies, including autoethnography as one way to understand other cultures. /papers/ application/x-pdf /papers/ 125 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Music as a Path to Literacy for Diverse Learners Lems, Kristin Some assumptions about literacy that favor the use of music and singing: · Language is socially constructed - literacy develops in a social context; music provides a social context for language use · Literacy evolves from an oral language base - the richer, the better · Tonal syntax appears to be closely analogous to the part of language we call grammar; developing the former may help the latter · Reading skills include phonological awareness and word order, both reinforced in singing and listening to songs · Emergent readers use "onset and rime" in early stages - songs easily teach rime (rhyme) in an authentic language context · We learn through all our senses; music activates an intelligence which can in turn co-stimulate other intelligences II. Special benefits for diverse classrooms · Music serves as a welcoming "universal" activity · Learning songs gives natural practice on the sounds of English (and can reduce "foreign accent") · The hand motions and dance steps that go with early childhood songs provide an extra set of cues to meaning that help vocabulary · Musical group activities allow reticent students to participate without being singled out or embarrassed · Older siblings bring songs home and in so doing introduce oral English to smaller children, creating a bridge between the home and school/English These concepts will be demonstrated through lively use of several kinds of music. Participants will have a packet of lessons "to go" after trying them out. Bio: Kristin Lems will be performing at the conference as a songwriter and folksinger. She also heads the ESL/Bilingual education program in the graduate school at National-Louis University in Chicago, and founded the inaugural conference, Imagination Education for Everyone! in November 2005 at National-Louis. She has published more than 70 articles on themes related to the arts and language teaching/learning, in particular uses of music in the ESL classroom. Her dissertation won a finalist award from the International Reading Association for 2005. /papers/ application/x-pdf /papers/ 126 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Exploring the Possbilities: Using Analogies to Inspire Imagination Grace, Sarah The synectics process, developed by William Gordon (1961), uses analogies and metaphors to give students the tools not only to identify and understand, but to analyze, and discuss information from multifarious disciplines. Additionally, synectics can be used with primary, secondary, and higher education students as well. Using synectics shows students that creativity is valuable and necessary in everyday activities, the creative process need not be mysterious, creativity can exist within all disciplines, and that creative thinking can exist within groups of people not only within individuals (Joyce & Weil, 2000). Through the use of synectics, students are allowed to discover their own creative ability within the framework of a moderately structured environment in which the teacher assumes a minimal role and the students gradually take on more responsibility for the outcome of the process. Inherent in the synectics process, and the instructor who uses synectics, is the underlying assumption that intelligence is incremental, not fixed or static. Not only is synectics appropriate for the average student but it is also an effective technique to use with students who believe that there is "one right answer" and for students who have low motivation due to past academic failures. Synectics' value is that students are allowed to play with ideas and imagine new possibilities. In this workshop, participants will not only have the opportunity to view a sample synectics activity from a high school English class, but will also practice going through the phases to see how the process can be used within the classroom. Bio: I am a doctoral student studying Educational Psychology and Culture and Education at the University of Arizona. My research interests are teacher education and teacher preparation, neuroscience and education, and the uses and misuses of instructor feedback. I am currently involved in research which focuses on first year teachers' experiences with and expectations of teacher preparation programs. Before going to graduate school, I taught middle and high school English at a college prep charter school for 5 years. As the only English teacher at the school, I had the opportunity to practice using techniques, like synectics, to foster creativity within students from 7th to 12th grade. I now teach an undergraduate psychology course at the University of Arizona where I'm practicing ways to deliver creative lectures. I have a husband who is in the English Literature PhD program at the University of Arizona. /papers/ application/x-pdf /papers/ 127 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Foreign Films: A Cultural Experience in the Classroom Daine, Julia Introduction Foreign film is a facet rarely used in the classroom. Despite this, we must recognize that we belong to a global community. Watching a film that represents the nation in which it was made spurs the imagination and tells of the perspective, the subtle yet lasting influences of history and the depth of a culture. Foreign films allow the viewer to notice similarities and differences between cultures and facilitate critical thinking through questions and dialogue. Purpose of Proposal This inquiry is designed to explore the cultural enrichment, academic advantages, and global awareness that are afforded to students when exposed to foreign film. Specifically, it explores the possibilities that occur when foreign films achieve greater exposure, discussion, and access in academia. Mode of Inquiry The benefits of foreign films with regards to cultural enrichment, academic advantages, and global awareness are explored through autobiographical and conceptual inquiry. This paper draws on interpretivism, a framework that seeks understanding and meaning (Denzin and Lincoln, 1994). Theoretical Perspective ™ Imagination carries powerful implications for learning, critical thinking, and growth of consciousness (Bohm and Peat, 1987). ™ Critical thinking is a foremost facet of learning, engaged through inquiry (Brookfield 1986). ™ Films operate as a language and when viewed with others create mutual experiences to explore (Monaco 2000). Conclusion Foreign films offer a plethora of advantages to students with opportunities for dialogue and inquiry. Exposure to foreign films aids in the developments of cultural enrichment, global awareness, and academic excellence. Bio: Julia Daine, B.A., is a master's student in the University of Oklahoma's Museum Studies program. Julia holds a degree in English from Pepperdine University where she participated in multiple study abroad programs. Her research interests include the study of foreign films, their cultural and social implications. She also explores the cultural relationship between art, literature, and contemporary social issues. The aforementioned interests are a direct result of her extensive study and travel throughout five continents. /papers/f0fe0e07b97967fd6d1ad4b45eeb.pdf application/x-pdf /papers/ 129 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Move, Say, Sing and Play our Way across Canada: Using the Tools of Rhyme, Rhythm, and Pattern Peters, Beryl "Rhyme, rhythm, and pattern are potent tools for giving meaningful, memorable, and attractive shape to any content. Their roles in learning are numerous, and their power to engage the imagination in learning the rhythms and patterns of language-and the underlying emotions that they reflect-is enormous" (Egan, 2005, p. 3). Egan includes the elements of rhyme, rhythm, and pattern as part of a primary cognitive toolkit that connects students' imaginations with curricular content while enhancing the powers of students' brains (Egan, 2005). Rhyme, rhythm, and pattern are also important features of musical development; music is founded on the elemental nature of beat and rhythm. Cook (2000) believes that the universal appeal of rhythm is rooted in the common realm of music, dance, language, and human experiences and observes that rhythms associated with these activities allow for both control and release of emotions. Using the theme of "Move, Say, Sing and Play our Way across Canada" this interactive and participatory workshop explores application of the relationships between language and music to practice for engaging elementary school students' emotions and imaginations across curricular areas for all learners. Learning is made meaningful through emotional, physical, aural, and verbal engagement with experiences in speech-play, song, pitched and nonpitched instruments, movement, listening, improvisation, and composition accessible to all students and teachers. No particular musical ability or background is necessary to participate in fun, cooperative, group speech, music, and movement experiences. Bio: Beryl Peters is presently in her third year of a Ph.D. program in Inclusive Special Education at the University of Manitoba. The focus of her research is the potential for the arts to engage learning across curricular areas for all students. Beryl is currently an Instructor at the Faculty of Education at the University of Manitoba and has worked as an educator at all levels from Elementary School to Undergraduate programs for over twenty years. She has presented on arts and music education at local and national conferences and is an executive member of the Manitoba Orff Chapter. /papers/ application/x-pdf /papers/ 130 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Dwelling in the space of Windsor House School: expanding the imagination of what is possible. Mills, Sarah Anne The way we inhabit structures and spaces is a politicized activity with embedded lessons that link to ideology, pedagogy and what we imagine as possible. This paper explores this dynamic in the context of Windsor House School, which occupies a boxy 1970's building widely recognizable as a school. However, the way in which they inhabit the school building reflects that their theory of schooling is shifted from standard understandings of schooling. Windsor House is a publicly funded, academically non-coercive, parent-participatory, democratic, free school. This paper looks how this school lives its shifted approach to schooling in terms of, student self-regulation of mobility, authority, participatory governance, and negotiation of space. It argues that through the act of dwelling at Windsor House participants learn shifted expectations about institutional space. This paper emerges from the author's varied experiences with this school; these include both an internship and a detailed ethnographic study. The author positions herself as a feminist, sociologist and advocate for radical pedagogy. Windsor House School serves as a reminder that aspects of schooling that are commonly assumed to be inevitable, are not. It is an important story and it is an important space because it can expand our imagination of what may be possible when it comes to how we occupy our school buildings, and what lessons may be embedded in our practices. Bio: Sarah Anne Mills completed a Masters degree in Feminist Approaches to Social Justice in Education in Educational Studies at the University of British Columbia. She is currently working towards publishing her thesis based on the strong encouragement of her supervisory committee as well as collaborating with the founder of Windsor House School to write a biographical history of the school. Sarah's areas of interest are: free schooling, participatory democracy, grassroots education, equitable social transformation, feminist pedagogy, folk history, and social geography. She has experience in non-coercive education, home schooling, rural youth programs, and Vancouver's Humanities 101 program. She is currently teaching a mini-course on people's education in Vancouver's Downtown Eastside. /papers/ec9a8ca43d69709b47c5495a73f1.pdf application/x-pdf /papers/ 131 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Imaginative Education and Cultural Inclusion Hasell, Penny This workshop provides an overview of teaching and learning experiences in a culturally inclusive imaginative classroom setting, followed by interactive activities. More than 90% of our students are First Nations and represent a huge range of abilities and levels of self-confidence. The presentation component will outline how two teachers with relatively different teaching styles have embraced Imaginative Education and associated cognitive tools into cross-curricular units. They have taken multiple approaches while using Egan's frameworks, Vygotskian theory and First Nations inclusion, from cross-curricular year plans to specific subject units to single topic lessons. They will share educational experiences that are designed to emotionally engage students' hearts in the learning process. A number of approaches will be outlined such as the powerful use of narrative, making connections through heroic qualities, exploring the extremes and limits of what is humanly possible, encouraging a sense of idealism and sometimes revolt, and students sharing their sense of wonder and awe as they sense themselves as experts. So far, we have found that this approach has stimulated engagement and enthusiasm for learning for both teachers and learners. During the interactive part of the workshop, we hope that we can pass on a sense of what our students have been experiencing. Imaginative Education provides a new approach to teaching and learning. Engaging students' emotions through their imagination results in enjoyable and effective teaching and learning. LUCID is a collaborative five-year research project, taking place between the Imaginative Education Research Group (IERG) at SFU and three BC school district First Nations partners. LUCID is addressing the need for improved success among First Nations learners. Bio: Penny Hasell worked in the field of Experiential and Outdoor Education for a decade with a number of programs that emphasize outdoor pursuits, personal challenge, service to others and acclimatization within the natural environment in British Columbia, Ontario, Wales and Southern Africa. After having settled down and taught for fifteen years in Prince Rupert, she is facing new and rewarding challenges in the 5-year LUCID research project and a Curriculum and Instruction Masters in Education at SFU. Both of which focus on Imagination and Cultural Inclusion. When not planning an Imaginative lesson, Penny opts to search out remote wild valleys by canoe poling upstream.  Colleen Pudsey has been teaching for fourteen years. Her experience teaching in primary and secondary settings as a Teacher on Call prompted her decision to teach intermediate students. Colleen has now been teaching in Prince Rupert for fourteen years. She believes in team building through field trips, coaching sports and interactive classroom activities. She has been involved in the five-year LUCID project as well as being a Masters in Education student at Simon Fraser University. Both of which focus on culturally inclusive education that is imaginative. In her "spare" time she enjoys coaching school team sports, organizing district wide play days, arranging flowers and going for long walks. /papers/ application/x-pdf /papers/ 132 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 At the Movies: Creating an Imaginative Atmosphere Conducive to Meaningful Teaching and Learning Roden, Kathryne Despite mounting awareness of the importance of a learning environment, teaching frequently lacks opportunity for "an experience" that promotes imagination (Dewey, 1934). Eisner (1972) contends that experiences that involve the use of creative imagination remains essential for effective teaching and essential for learning to occur. He also asserts that individuals do not "simply have experience; they have a hand in its creation" (Eisner, 1993, pg. 5). Consequently, if educators encourage the creation of these experiences among students, it is essential to incorporate creative modes of teaching. This paper focuses on the creative use of film as an educational tool for promoting learning. Specifically, this paper explores student's experiences through interviews and observations in terms of how students described their experiences. The methodology of this study draws on a constructivism, a qualitative methodology that seeks to gain an understanding of a phenomenon through inquiry and the process of meaning making (Creswell, 2003). The interpretive mode of inquiry, therefore, is concerned with the meaning of the experiences in the classroom (Denzin and Lincoln, 1994). The study suggests that the aesthetic use of films clips contribute to cognitive, social, emotional, and personal experiences. The use of film clips also creates an atmosphere in which reflections and dialogue occur, and questions are formed. When films were integrated effectively, qualities of improvisation, flow, and awareness emerged. Furthermore, the study indicates that the film clips provide a meaningful way to connect popular culture and individual experience with theoretical, academic, and personal issues. Bio: Kathryne Roden, M.S., M.Ed, is currently a doctoral candidate in Adult and Higher Education in Educational Leadership and Policy Studies at the University of Oklahoma. Her research interests involve issues in teaching and learning in higher education including the use of film as well as other aesthetic modes of teaching in higher education. She comes from a background of Speech-Language Pathology in which she worked with autistic and other language impaired students and their families in private practice. Kathryne Roden has a professional background with workshops that includes training sessions in creative instruction and authentic mentoring among university students and athletes. /papers/cd5d322ee764ce32876f0ad6aac1.pdf application/x-pdf /papers/ 133 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Imagination-the Necessary Beginning of Higher-Order Thinking Geisser, Maura This paper discusses how to encourage and develop imagination in early childhood through the use of experiential and manipulative activities utilizing the incongruous everyday world of the child-a butterfly on a walk, or a dog barking outside the school - become the foundation for the child's imagination. By using philosophical inquiry in a community of mutual respect, ideas are shared, expressed, and expanded and thus become the magical ordering of the child's world. In creating a book of the child's experience by the child herself, drawing, painting, papermaking, photography, and narrative language, foster the child's excitement and appreciation of literature written by herself as well as others. The activities presented will be supported by years of work with deaf children and their unique problems in developing their imagination. The issue of imagination and higher-order thinking being destroyed at an early age will also be addressed.Bio: Maura Geisser has taught deaf children for over thirty years. Beginning her career at the Boston School for the Deaf, she soon moved to the innovative Rhode Island School for the Deaf where in 1979 she began teaching critical and creative thinking using Mathew Lipman's Philosophy for Children Program. Ms. Geisser started this program with high school seniors and then worked it down into the curriculum adapting it for kindergarten and lower school deaf and hard of hearing children. Over ten years ago she began collaborating with the art teacher, husband Peter Geisser, and turned the School for the Deaf Senior Art History program into Senior Humanities, a course which looks at the history of ideas as well as the conceptual history of art. For years she has presented papers on her work and done workshops on the issues of cognitive and linguistic development, critical and creative thinking with deaf children at professional conferences on, Philosophy, Philosophy for Children, Deaf Education, and Art Education. She has been invited to speak in places as varied as Taiwan, Tel Aviv, Austria, South Africa, Iceland, Mexico and Brazil, to name but a few. Some of her publications in the areas of Philosophy for Children and in Deaf Education include: (See attached Curriculum Vitae for a complete listing.) Death, Life and Eternity from 100 lbs. of Clay. Congresso Internacional de Filosofia Com Crianças e Jovens, University of Brasilia, Brazil, 1999 Imagination & Narrative Stories: Windows of Wonder and Possibility; Papers of the International Congress on Education of the Deaf, University of Tel Aviv, Tel Aviv, Israel, 1996 Logical Reasoning: Without Pictures… Not Without Words, Visual Communications: Bridging Across Cultures, The International Visual Literacy Association, Valacksburg, VA, 1992 Philosophy: The Fiber of Deaf Education; Advances in Cognition, Education and Deafness: Directions in Research and Instruction; David S. Martin, Editor, Gallaudet University Press, 1991 Her studies focus on Education of the Deaf and Philosophy of Mind at Brown University where she is research assistant to Prof. Jaegwon Kim. Ms. Geisser received her BS. with honors in Education and Psychology from Boston State College, University of Massachusetts, and holds Masters degrees in Deaf Education, from Boston University and in Philosophy from Brown University. /papers/97c657b7ef2fbeaeb40da367465a.pdf application/x-pdf /papers/ 134 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Engaging the Adolescent Learner Burgess, Lauri How do you engage the adolescent student? This question has been the crux of several programs and initiatives that Lauri Burgess and Kevin Leach have collaborated on in Prince Rupert School District No.52. They believe this question can be addressed in part by drawing on the natural instinct of adolescent students to challenge authority, view the world with a critical eye and find their romantic connection with human cultural history. Lauri and Kevin work with students in Prince Rupert, BC, a small city on the Northcoast of British Columbia that has a First Nations population exceeding fifty-five percent (2005). They have developed curricular and Fine Arts materials for use with Grade 10 Humanities that incorporate imagination and First Nations culture. Their efforts are geared to addressing a variety of student needs, as they deal with a mixed population involving at-risk students. Bio: Lauri Burgess has worked in the Prince Rupert school district for 20 years, and has taught Humanities-based courses from grades 8 to 12 at Charles Hays Secondary School and has been involved in the conceptualization and creation of several initiatives regarding student engagement and achievement.  Kevin Leach is an 18 year teaching veteran with experience in teaching English from grades 8 to 12. He currently is both administrator and lead teacher at the Kaien Island Alternate School and Friendship House, serving both a teenaged and adult population. /papers/ application/x-pdf /papers/ 135 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Higher Education and Imagination: Creativity as Problematic Sefton, Terry In a Master of Fine Arts program, both students and faculty are practicing artists, working at the intersection of two worlds, the world of art and the world of academe. The graduate student sees herself, and is seen by the faculty, as being inducted into a community where art work is produced and read within a discourse of critical art theory. The student's unique art practice develops within and is reframed by the aesthetic, theoretical and writing practices of the graduate program. The MFA program states that its goal is to produce 'professional' artists. The move towards academically accredited professional status for the artist is also reflected in institutional practices of public museums and government granting bodies. Where, in this model, is space for "art-as-art as artist" (Reinhardt 1953); or for the artist to "imagine what is not the self, to familiarize the strange and mystify the familiar" (Morrison, 1993); or for the "subversive imagination" (Becker, 1994)? This paper presents some of the findings of a doctoral research project (Sefton, 2006), which explores the institutional practices of a Master of Fine Arts program at a large Canadian university, using institutional ethnography as its primary methodology (Smith, 2005). Bio: Musician, film maker, educator, and researcher, I am currently Assistant Professor at the University of Windsor, and cellist with Orchestra London. My research explores institutional practices and individual creativity in the art world and academe, including issues of power and identity. /papers/e8b03d3a1fb104082b0afce04fc6.pdf application/x-pdf /papers/ 136 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Teaching Creativity: Towards an Interpersonal Approach to Teaching the Arts Warren, Jeff "Teaching…does not merely assume an after all subsidiary function of being midwife to a mind already pregnant with its fruit" - Emmanuel Levinas, Totality and Infinity, 98. What is teaching? Teaching is not the cultivation of common knowledge already contained within everyone. Teaching is a thematization of knowledge; a concretization of concepts into ideas that can be comprehensible and transmitted to others. But the educational process is more than the transmission of information from one to another. It is even more than about teaching critical thinking. The educational process (including formal and informal education) is based on interpersonal relations in the lived world. Even if ideas are learned in a textbook or lecture, it is through the realization of these concepts through lived experience in human relationships that the knowledge becomes real and useable. It is through these experiences that the previously concretized concepts get re-opened, challenged and revised. This process of reworking and rethinking is necessary, and is not played out in the mind only but in the lived world. This is essential to remember in arts education where creativity is a goal, as creativity is not something that can be taught through thematization. After an introduction to the theories I will be working with, this paper will work towards suggestions for a model of teaching creativity with this approach. Bio: Jeff Warren teaches Music and Fine Arts at Trinity Western University, BC. His main interests include 20th century music, the application of continental philosophy to the understanding of the arts, and postmodern aesthetics. His interest in the application of continental philosophy has resulted in interdisciplinary work. Jeff serves as the Artistic Director of the Verge Arts Series at TWU. Jeff is an active musician, playing bass in many different settings from classical to jazz to rock. /papers/82828da9b3b5305bf0aaef89ca32.pdf application/x-pdf /papers/ 137 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 The use of Imagination as a Direct Development of this Ability to Develop Other Abilities and its us Huarte, Eduardo THE USE OF IMAGINATION AS A DIRECT DEVELOPMENT OF THIS ABILITY TO DEVELOP OTHER ABILITIES AND ITS USES AS A LEARNING TOOL. The following research paper reports on a practical live experiment done with children, both sexes, from 8 to 10 years of age, in their 5th and 6th elementary grade, 2 groups, in 8 public schools (Total of 16 groups) setting in a poor sector of Mexico City The main objective of the research done was to see if by the use of imagination School Dropout could be influenced or even better dimished, because in Mexico, School Dropouts is very high, only 5 % of all students reach higher education. As the work was being developed the main objective shifted, by petition of school and education authorities, into the teaching of ethical values to these children. Other uses of value with imagination were discovered like its use as an orientation (vocational) tool for the profession or activity that children will select, to be lived in their future. The research agenda was done in 5 sessions of 20 minutes each. The research focus started in establishing the imaginative abilities of the children under observation. (looking for an imagination evaluation tool). As expected the majority of children, (at this age) had their imaginative ability high. Some had their imagination ability blocked and some even were heavily blocked. The ability to image of these children also was different from group to group and school to school. The first session was an application of psychoanalytical tools (Transactional Analysis) as a necessity to know the amount of emotional and mental damage done to these children in their home environment (Very poor sector in Mexico City). In the second session the most important aspects of imagination were studied, how vivid was their imagination, if it had motion, color, sounds, smell, words, feeling, etc. Their capacity to control their imagination and play with it. Once this was established now other research purposes were used getting at the ability of imagination directly. The 3d session was to help them establish what profession or life work they had chosen so they could imagen it in the future (to image the activities of their profession selected) fro he establishment of future goals. The 4th session was to define ethics and the importance of living an ethical life and with imagination to image a practical and ethical application of the profession selected and the closing session was as an application of the abilities of imagination as a learning tool. Bio: Medical Doctor, Faculty of Medicine UNAM. Pedagogical biographical Statement: On the 4th semester (and final) Master Degree Pedagogy "The construction of pedagogical knowledge" Master thesis under develpment: "Imagination Technology as tools to better Education". Workshops done (Personal research in these subjects) on Prenatal Pedagogy, Imagination in Education, and Ethics at National and International Pedagogical Congresses. Book accepted and will be used at a national level by our IMSS: Mexican Institute for Social Security: "Nutritional Education for Pregant Women". At present, working in project "Different Methologies for Teaching Philosophy to Children" at the Franco-Mexican Liceum, in Mexico City. Main research area and interest: The development of human abilities. have Diploma on Gifted Children Education. Imagination was selected by me as a main human ability for the developement of other abilities, i.e. creativity, logical thinking, intuition, etc. Imagination;Intuition;Creativity /papers/7bc6d7b4bfc5c3bcae48ccbd116f.pdf application/x-pdf /papers/ 138 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Visual Tools and Problem Based Learning Burton, Rob Third year student nurses (from all branches;Adult, Mental health, Child and Learning Disability) are involved in a module related to Developing the Roles and Responsibilities Of The Qualified Nurse. Based on the Findings of a Doctoral research project which looked at students preferred internal representational systems, the use of visual tools within a problem based learning approach was developed. The use of 'visual tools' has been encouraged within this PBL approach as they are easily recognisable, easily utilised and can actually be used as a format for addressing learning. Built on the notion of demonstrating 'thoughts as objects' (icons, representations and visual processes) these tools can be used to demonstrate higher-level thinking and not just the merely descriptive. In using them, analytical thinking, can be achieved and demonstrated quite easily. Caviglioli et al (2002), state that by habitually using visual tools and experiencing success at perceiving patterns within texts, students gain confidence. Regular use promotes responsibility and resourcefulness and interactive and collaborative approaches to learning. They find that visual tools go further than merely demonstrating understanding, more significantly they help students understand in the first place. They can be useful in assisting students to link theory to practice. Third year student nurses are provided with a basic understanding of 'Visual Tools' before embarking on this problem based learning module. They are tasked with defining the problem, identifying hypotheses and learning issues, seeking appropriate supporting materials and selecting appropriate solutions/actions to real life healthcare situations. These are then presented in portfolio form. Reference:Caviglioli, O., Harris, I. & Tindall, B. (2002) Thinking Skills And Eye Q: Visual Tools For Raising Intelligence. Stafford. Network Educational Press Ltd Bio: Qualifications: Ed.D, M.Ed, BSc (Hons), Cert.Ed, RNLD, Master NLP Practitioner and Trainer. I am a Senior Lecturer in the School Of Human and Health Sciences at The University Of Huddersfield, UK. My main role is as the course leader for the MSc Health Professional Education which provides health professionals with a recordable teaching qualification to use in practice or educational settings. By background I am a Learning Disability Nurse and also currently run a final year 'Preparation for Qualification' module for all branches of pre-registration student nurses. I have many teaching interests including communication/ consultation approaches and tend to teach these aspects on many continuing professional development courses. My interests lie in NLP and learning in general. I have been developing a keen interest in problem based learning, and the use of 'visual tools' based on my Ed.D research. I also enjoy Karate, and playing music in a band as hobbies. /papers/ application/x-pdf /papers/ 139 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Cultural Immersion: Integrating Aboriginal Curriculum in the Classroom Johnson, Alyce First Nations students in Canada continue to drop-out at the secondary levels where topics become isolated from other subject areas. This separation works against Southern Tutchone pedagogy on the land concept of learning. How does the oral traditions fit within curriculum and more importantly, within schools effectively to ensure intergenerational transfers of Indigenous languages and culture? Development, design, and planning an integrative, cultural immersion model incorporating Indigenous oral traditions roots Aboriginal students to their past, links them to their future, and fixes their identities within four walls of a classroom. With Aboriginal students social worlds changing and immerging-melding into a mosaic Canadian society, many Aboriginal peoples themselves experience frustrations, along with Non-Aboriginal teachers and educators who do not possess the knowledge of cultural integration or feel confident to teach to these subjects. What does a cultural immersion using an integrative approach to learning look like? It brings pedagogy on the land worldviews into the dimensions of education where students make connections into the real world of economics, technology, social and political realms and arenas. Creativity is an Aboriginal conceptual understanding of pedagogy, and what those teachings mean to Aboriginal students who are working to find "where" they fit into this changing world. Pedogogical Indigenous educators work towards bringing the "shades of grey" into a world of "black and white". That takes creativity to ensure that students continue to know the real story of Aboriginal life stories within themselves. Indeed, each one of us has intergenerational knowledge that roots us back over 25,000 years (Yukon evidences) and we continue to bring that pedagogy into our social, political, economic and spiritual contexts, to ensure that Aboriginal students "root" themselves onto the land and into their languages. Learning is a great responsibility that the world shares, and those commonalities can bridge the pedogogical gaps within our educational systems. Bringing content into culture, context and commitment, ensures that Aboriginal educators forge ahead to guarantee success; however imaginative that might be! This workshop will teach educators about Indigenous pedagogy, actively engage them with Aboriginal curriculum and Elders, and make educational transference of Indigenous knowledge and pedagogy on the land conceptual understandings through an integrative, interactive approach to learning. Bio: Alyce Johnson is a Southern Tutchone from Lu'an Man Keyi, Kluane country and is a member of the Ts'urki Clan (Crow) as well as Kluane First Nation. She has a BEd and MEd from UBC, and is currently a PhD Candidate from Trent University, and has taken the year off to work as a First Nations' Curriculum Writer for the Department of Education, Government of Yukon. Alyce Johnson prefers to be a "professor of the land" and works towards increasing her Southern Tutchone traditional knowledge.  Mary Easterson is a Southern Tutchone and is an educational activist for Yukon Aboriginal students for the past 30 years. She has a BEd and MEd from the University of British Columbia and is currently working as a Policy Analyst for Education Reform. Mary Easterson and Alyce Johnson are sisters, and have co-authored four books as part of the "Grandpa and Grandma Reading Series".  Lena Johnson, Margaret Johnson and Dorothy Johnson are 3 Southern Tutchone Elders that work towards preserving and passing on their knowledge, skills and abilities to younger generations of Aboriginal students. /papers/ application/x-pdf /papers/ 140 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Ludology and Recovery of the Body Kentel, Jeanne With the rise of mass media and playworlds of childhood, which are increasingly digital, the body has undergone erratic transformations. As children engage in play, which is primarily digital, their bodily presence is narrowed to the metacarpals. This is a societal dilemma of industrialized nations. As technological devices replace what was once done through natural human movement (Hagan, 2001) children's play has evolved; therefore, it is essential for them to engage in conversations that consider the vital connection between their social development and the psychological world (Vygotsky, 1962, 1978). Furthermore, it is sagacious to critically pursue solutions to the current mind/body predicament in times of high modernity (Kirk, 1997) where ludology, the study of gaming, is at the forefront. Children who were once naturally disposed to an active playworld are now confronted with a number of entertaining movement-replacing devices. The societal circumstances now endured have drastically transformed existence, as it was once known in childhood. Have our pedagogies been transformed in response to the existing play environments? Are we as educators critically and actively addressing the need for children to engage in active play or is this vital aspect of childhood passed over in silence? Gadamer (1984) reminds us that play has fulfilled its purpose when the child is lost in the activity. This paper explores the ways in which young people engage in digital active and non-active play and examines the cognitive tools they use to create virtual spaces and generate solutions while gaming.Bio: Jeanne Adele Kentel is an assistant professor of Health and Physical Education at Brock University. She completed her doctorate in Curriculum Studies at the University of Alberta. Prior to her current appointment she taught in elementary, secondary, and teacher education programs in Alberta and British Columbia. Her current research interests are places and spaces for children's play, critical media pedagogies, hermeneutics and movement literacy conversations, gender issues in health, physical education and sport, technologies for learning movement, landscapes of teacher education, and digital play understanding. ludology; play; cognition; serious gaming; children; movement; conversation /papers/ application/x-pdf /papers/ 141 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 9 Music, Creativity, Conversation and Joy- Another look at Assessment Models in Higher Education Michals, Elisa Music, Creativity, Conversation and Joy- Another look at Assessment Models in Higher Education The researcher is a university professor in teacher education with over twenty years experience at the elementary, high school and university levels. PURPOSE The purpose of this (action research) paper is to share, examine and explore an experience of using alternate methods of assessment in a higher education setting. CONTEXTUAL FRAMEWORK The research took place in a graduate class on curriculum and instruction. All of the students participated in the assessment and were notified of the research prior to participating in the final exam. The research is framed as a narrative. DATA METHODS A 'teacher as researcher' methodology was applied. The researcher writes about her experience and experiment with developing a final exam that incorporated group work, music, poetry, independent and individual assignments, art and performance. Samples of student work, assignment directions, invitations and summaries were collected. Student evaluations were also utilized. PRESENTATION FORMAT The presentation will involve summarizing the paper's narrative, explaining the process used and sharing the results of the final exam with the participants. DESCRIPTION What would happen if we could have a final exam that celebrated learning? What if this final exam would require dinner, formal attire, dessert, home made awards, performance and musical instruments? The purpose of this presentation is to examine alternate methods of assessment and their execution in a classroom. The following is an excerpt from the paper: How can I accommodate and honor the academic who is gifted in ways the university has thus far overlooked? What if one has fantastic ideas for teaching, asks excellent questions, demonstrates proficiency with students and lessons but fails to conquer excellence within the narrow confines of that ten page, double spaced, twelve point, Times New Roman font, APA style essay that we have overwhelmingly honored and lauded within the institution? (An institution with which, I might add, I have worked so hard to enter and participate in and yet here I place my self squarely in the camp of counter culture- barely able to contain my enthusiasm at the possibility, no, the probability of redefining the cultural capital of academia.) I shudder to think of the many missed opportunities to discover and celebrate the myriad of disgruntled geniuses that we have systematically excluded and wounded over time. Bio: Dr. Elisa Michals is an assistant professor working at Sacramento State University. Her research/passions include: Creative Assessment in Higher Education: Using all of our senses, Women in Education, Using Creative Dramatics to create/promote community/learning/literacy in our classrooms, and Teaching Outdoor Education. A native of British Columbia, she has spent the last four years teaching in California. This experience has ignited a passion for teacher advocacy and keeping the public informed of facts and research in Education. /papers/dbe7ecfe1ab5ad0b822f43ac8511.pdf application/x-pdf /papers/ 142 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Engaging Minds and Bodies- Using Creative Dramatics as a Teaching Technique Michals, Elisa The purpose of this workshop is to experience and practice the ways in which using a sequential skills-based creative dramatics as an instructional method affects participants. This workshop utilizes the same approach that was used in her research where it was found that students who participated in the study demonstrated increased proficiency in vocabulary useage, writing output, an increase in self efficacy for writing and a greater range of social skills. Participants will learn/experience a variety of skills (example: neutral, control, side coaching, tableaux, performance and presentation) and activities that they can later use in their own university, secondary or elementary classroom. The activities/research for this workshop are currently being compiled and written for a text to be published with Corwin Press.Bio: Dr. Elisa Michals is an assistant professor working at Sacramento State University. Her research/passions include: Creative Assessment in Higher Education: Using all of our senses, Women in Education, Using Creative Dramatics to create/promote community/learning/literacy in our classrooms, and Teaching Outdoor Education. A native of British Columbia, she has spent the last four years teaching in California. This experience has ignited a passion for teacher advocacy and keeping the public informed of facts and research in Education.  Dr. Emi Garzitto writes and researches in the areas of; conflict resolution, brain and body research, supporting conflict in the workplace and using theater to support conflict resolution practices in high schools. She is currently working as a practioner in an urban high school and as a consultant with businesses and educational institutions. /papers/ application/x-pdf /papers/ 144 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Creativity in Education: Questioning the Current Mix of Old Capitalism and Romantic Rhetoric Gibson, Howard In the UK today there are two key assumptions about why creativity in education is important. The first is that it is something that can and should be tied to the national economy. The second is that it is connected to the release of individual potential. This paper argues that both these positions are conceptually flawed. One outcome would be to abandon the word because of its proclivity for naivety and ideology. Another would be to develop a social theory of creativity that made its normative base more explicit. Keywords creativity, education, government, instrumentality, individualism, values Bio: University teacher who looks after the full-time Education Masters prgramme. PhD and former life dabbling in political philosophy but, having tranferred to primary (elementary) school teaching, eventually returned to university education with an interest in issues of langugage and power and the nature of citizenship education. /papers/89f020edc5dcf53dd1dd2122b163.pdf application/x-pdf /papers/ 145 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Dancing from within: Fostering Relationships Among Young Women Margolin, Indrani In this paper presentation, I carry the audience on my personal journey of dance. I tell the stories that have shaped my artistic life and inspired me to guide young women in a creative movement process. My thesis research entitled Young women, dance, and self-awareness: Witnessing metamorphosis through performative inquiry is an exploration of four young women's experiences of creative dance. In this inquiry, young women encountered one another through the art of dancing from within. Over 3 months, we met weekly in the form of an after school workshop. I used movement for inquiry because it creatively calls girls forth to imagine as well as embody the events of their lives. Together and alone, they danced, meditated, and reflected on our experiences. In their relationships with self and other, they opened their minds to the knowledge of their bodies. Their narratives of painful isolation evolved into narratives of spiritual connection. By coming together holistically (body and soul) they enjoyed play and intimacy with one another. They trusted each other and myself knowing they would not be judged. Relating to others without guarding how they felt about the workshop and about themselves in general was a new experience for them among their female peers. Observing and creating with these strong young women further ignited my deep driving desire to dance from within.Bio: I am a 4th year Ph.D. student at the Ontario Institute for Studies in Education of the University of Toronto. Previously I was a social worker for youth 12-24 where I co-facilitated a girls self-esteem group. My research interests revolve around women, dance, spirituality, and imagination in general. My thesis, Young Women, dance, and self awareness: Witnessing metamorphosis through performative inquiry, explores the influence that creative movement has on young women. I am currently in the analysis/writing phase of my inquiry process. I am also a dancer. I have been dancing with the Toronto based Only Human Dance Collective for 4 years. I have also recently begun choreographing. Last year, my first piece was called Dance of Shiva and this year, I co-choreographed a contemporary duet entitled Satyanaam (In the name of Truth) about friendship for the OHDC 2006 show. I also dance in another company called PushPull and was in the 2004 FIDA dance festival. I teach creative movement for women and families as well as hip hop. This year, I was a teaching assistant in an Intermediate/Secondary dramatic arts class for secondary teacher candidates as well as an editing/copyediting assistant for A Handbook for the Arts in Social Science Research. I am grateful for the opportunity to present at this conference. I want to learn to play and live consistently and effortlessly in my imagination. /papers/ application/x-pdf /papers/ 148 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Performance at School: Rehearsing for Society Côrte-Real, Maria de São José Performance at School is the name of a Pilot Project, included in the research project entitled "Performing Practices and Education for Citizenship at School". It aims to observe and study the relationship between the performance practices, the forms of association derived from them and the purposes of education for citizenship at school in a multicultural context. Its particular aims are to determine the contours of minority groups, to look for common behaviors and to identify performing "kinship" as ways of establishing social "kinship"; to identify webs of social organization within the school, to look for forms of group association within the school community as fragmentary processes of the web of meaning that constitutes the school culture and to identify the specific delimiting languages as products of that culture. In this paper I present one of the case studies of the project, developed in a Basic School (primary education) in the Municipality of Loures, in the northern region of the Metropolitan Area of Lisbon. This case study is particularly devoted to the development of children's imagination as they themselves create, from the very simple lines of the argument, an entire opera product and process.Bio: Maria de São José Côrte-Real, PhD in Ethnomusicology, Columbia University, New York. PostDoc in Educational Sciences, Instituto Politécnico de Lisboa, Portugal. Current research project: Performing Practices and Education for Citizenship at School. For the last 10 years has developed work as faculty member in different programs of educators and teachers' training in Portugal. Areas of research interest include: Education and performing practices, Fado in Portugal and among Portuguese migrants, Cultural policy and musical expression, Women songs and religious festivities in Portugal. /papers/ application/x-pdf /papers/ 149 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Friendships in Imagination: Proposing a Cross-Canada Puppet Project MacCleave, Anne Eight years ago, I designed an interactive puppet show to present to my niece's Grade Two class in a small rural town in Nova Scotia. Multicultural mermaids and merboy, a Caribbean lobster and colourful flounder swam to the cold waters of the North Atlantic to visit their friends Crustina, a Nova Scotia lobster and Floyd, the flatfish. Among the higlights of their visit was a Fish Festival and the Gathering of the Clams. Scary ghost pirates, searching for lost treasure, rudely interrupted the party. The pirates were eventually diverted to Oak Island to continue with their treasure hunt and the festivals happily resumed. I was amazed at the imaginative engagement of this young audience and their positive response to the show. Some were inspired to create their own puppet shows at home. One of my graduate students suggested that I consider initiating a cross-country puppet show exchange. Students could design puppets shows using symbols and artifacts from their provinces or regions and share these with peers across the nation. What an imaginative way for students to learn about our country! I plan to introduce the puppets, briefly describe the show and address ways that similar activities could unleash student imaginations, contribute to academic learning and inspire "friendships in imagination" across grade levels and age groups. I want to invite participants to intiate the design of puppets shows from different Canadian provinces and regions. Depending on interest, we may share our results at a future IERG conference.Bio: Dr. Anne MacCleave is an Associate Professor in the Faculty of Education at Mount Saint Vincent University, Halifax, Nova Scotia. She teaches introductory and graduate courses for the Educational Psychology program. Among her research interests are research methodologies, professional ethics, developmental programming, cultural psychology and innovative ways to address human development themes. /papers/7de1760db2eeba5aad453e889e37.pdf application/x-pdf /papers/ 150 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 7 Storytelling as a Marriage of Fact and Fancy McGrath, Mary Lynne A story is a boat capable of carrying much cargo. That cargo may be fact or fancy, and our story of "The Baby Herons" is an inspired combination of both. Why present fact in this way? Because a story insures that the reader or listener will care about the facts presented. Events that call for emotional as well as intellectual response are presented orally by the storyteller. Emotional response promotes caring. And caring insures that the facts will be remembered. Story structure is not an accidental or idle invention, but the profound product of a culture's evolved perceptions of the way the universe works. Story patterns or grammars are sophisticated devices for organizing and remembering information. The story of the baby herons is an old folktale told in Cuba and West Africa. Our version draws from both and provides that structure for factual information about the birds of the wetlands as well as the heartfelt story of the herons' search for their parents. Accurate bird photos and field recordings are used in the powerpoint presentation, which has been designed as a rear-projection setup to permit the storyteller to interact with the audience as the story is told. Visual and audio components are integral parts of the story. Text blocks and bullets are purposely avoided. We bring all the equipment. The setup is appropriate for up to 100 participants and can be replicated in a typical classroom or multi-purpose room.Bio: Mary McGrath brings twenty years of storytelling performance to her presentations on oral and written communication. She researched storytelling in Ireland and studied at the "Eugene O'Neill Center for the Performing Arts" in Connecticut. She teaches "The Art of Storytelling" at Sacramento City College, and has produced four Halloween ghost-story festivals for UNICEF-USA. She performs in Europe, Canada and the USA as a storyteller, with her husband Robin Aurelius, a musician. She conducts seminars on "Writing and Telling the Story of Your Life" using the process developed by Dr. James Birren of UCLA. This program was featured on four cruises with Norwegian Cruise Lines. She participated in a Celtic /Gaelic folklore collection project in Ireland and a UCCB seminar in Folklore in Sydney Nova Scotia. Mary is in the process of creating a video library of folkloric storytellers. She is a member of local and National and International Storytelling Guilds.  Robin Aurelius is a professional musician with knowlege of folkloric dance forms. He has produced professional videos of storytellers at festivals. He co- produced (with wife Mary Lynne McGrath) a series of dramatic storytelling events with cultural and historical themes that have been supported by the California, Nevada, Oregon and Washington Arts Councils, and numerous historical and natural science museums. /papers/ application/x-pdf /papers/ 152 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Imagine a School where Learning is Fun Yaniv, Hanan Picture yourself in a boat on a river, With tangerine trees and marmalade skies Somebody calls you, you answer quite slowly, A girl with kaleidoscope eyes. John Lennon and Paul McCartney Well? Did you? Did you picture yourself? Did you see the river; the boat; the kaleidoscope eyes? Did you sing it to yourself when reading it? Did you close your eyes? Were you engaged enough to continue? A strong believer in the invaluable role of "intrinsic motivation" plays in meaningful learning, I search to harness energies that children have within them into the world of curriculum learning. Introspecting on my own childhood, I remember the world of "make believe". When I was playing alone, I used to pretend, I used to be in a different world, in an inner interactive movie of some virtual reality. This presentation describes the L-TAG model (Learning Team Adventure Game) for the design of RPLG (Role Playing Learning Games). The model suggest a learning environment in which children are bombarded with triggers, in a free and supportive atmosphere, letting them construct their own imaginative world, involving them an inner adventure, relying on curricular knowledge as needed to perform a desired task, towards a desired goal. Can inner virtual reality adventures be able to compete with external, state-of-the-art, commercial ones? Can "Mary", the teacher, ever believe that she can create such worlds? The main question lies in the amount of inner energies generated by the "inner-virtual reality world". Looking at children reading "Harry Potter", watching them playing "pretend games", text-based adventure games or with the empty toy's box, together with research in the fields of game theory, motivation and imagination is encouraging enough to continue this quest. Bio: A high-school drop-out, who's all being is devoted to construct theories, implementation models and tools that will enable the teacher "Mary" (any teacher) to light a glitter of light in her students' eyes, while still being faithful to the curriculum. BA and MA in experimental Psych, and EDd. in Instructional Technology (U of Michigan). With a diverse professional background as a developed of technology rich, learning environments, Hanan is now a faculty member at the U of Calgary, Ed-Tech team. His main research is around "Theory of Need", his own effort to understand the energy that help people/children perform desired tasks into the curriculum based classroom. He established the "Collaborative Technologies Virtual Research Lab" (link at bottom), calling for educational researchers (teachers included) to partner in the creation of new research, new knowledge  Susan is a wanderer and an explorer - both international and academically. She is an assistant professor in the Educational Technology specialization of the Faculty of Education - University of Calgary (since November 2001). She came to the university after teaching and learning in California, Queensland, and rural British Columbia. Susan started teaching Art in an inner city high school near Los Angeles. She taught on 2 Aboriginal reserves in Australia, and came to Calgary after 23 years in the West Kootenays of BC. She received her BSc from California Polytechnic University in Pomona, her MA from Simon Fraser University in Burnaby, and PhD from the University of Sydney in New South Wales. Her degrees are in Art, English, and Physical Education as well as Curriculum and Technology. Her research interests focus in appropriate technology and online / blended learning. Susan is fascinated by desktop quality digital video for content development, and she currently is researching the issue of preservice preparation for online teaching. She also has been exploring the use iPOD and digital video technology to honor participant voice in qualitative research. /papers/ application/x-pdf /papers/ 153 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Imagination: The Space between Intelligences and Creativity Gardner, Howard Rather than having a single 'general' intelligence, human beings are better construed as having a number of relatively independent capacities, called the 'multiple intelligences.' Each of these intelligences, alone or in combination with other intelligences, can be activated in creative endeavors: to fashion products, solve problems, or raise questions in ways that are originally novel but eventually come to be accepted in one or more knowledgeable communities, often called 'fields.' The mental activity entailed in imagination involves the mobilization of intelligences in ways that go beyond their ordinary canonical or expert deployment. When the imaginative processes are activated in creative endeavors, the possibility of genuine creativity emerges. Gardner will speculate about the developmental course of powers of imagination, their intersection with powerful cultural models, and the reasons why imagination may or may not become entrained in creative endeavors.Bio: Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. Gardner served as the Co-Director of Harvard Project Zero for nearly thirty years, and currently serves as Chair of the Project Zero Steering Committee. He is a leading thinker about education and human development. Over the last decade, in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon, Gardner has conducted an empirical study of Good Work; work that is at once excellent in quality and also responsive to the needs of broader society. His most recent books include Good Work: When Excellence and Ethics Meet, Making Good: How Young People Cope with Moral Dilemmas at Work, and Changing Minds: The Art and Science of Changing Our Own and Other People's Minds. /papers/ application/x-pdf /papers/ 154 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Teaching English and More with Public Service Announcements Rosen, Caroline The central purpose of this workshop is to show how public service announcements (PSAs) can be an imaginative strategy used to teach spoken English skills for international teaching assistants. Specific linguistic features, such as sentence stress, linking, reduction and intonation will be emphasized in analyzing radio and television PSAs. In addition to teaching linguistic features of spoken English, PSAs can provide second language learners with authentic cultural information, making them an attractive source of instructional and discussion material. The workshop includes playing two audio and two television PSAs. After listening to or watching each PSA, participants are shown the written text with sentence stress, linking, reduction and intonation marking. Everyone will be encouraged to give suggestions as to how PSAs can be used in their own second language classrooms, and how they might be adapted to be appropriate for various English proficiency levels. There is also time for discussion on how cultural information may be used to facilitate students' understanding of specific cultural values. This workshop could additionally be adapted to foreign language instructors in general who have access to PSAs from countries speaking that language. It is an interesting and highly interactive way to teach language skills to second language learners. Bio: Caroline Rosen, Ph.D. works at the University of Minnesota's Center for Teaching and Learning Services. Her Ph.D. is in Educational Psychology, and her M.A.is in Teaching English as a Second Language. She is an Educational Specialist whose work involves training and supervising international teaching assistants. She enjoys finding imaginative strategies for teaching international graduate students spoken English and teaching skills. Additionally her interests include first-generation college student academic achievement, diversity training in socio-economic status, and internationalizing curricula. /papers/ application/x-pdf /papers/ 155 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Investigating The Theory of Constructive Thinking and Its Practical Application Within Post-Secondar Hewlett, Kim Without devaluing critical thinking, this research explored other ways of thinking. This exploratory study investigated the theory of constructive thinking and its practical application within the context of an undergraduate writing course and other selected disciplines (Agriculture, Architecture, Dental Hygiene, Engineering, History, Management, Nursing, Philosophy, Theology). Constructive thinking is defined as a reflective and active process that values experience, integrates different ways of knowing (reason, imagination, intuition, and emotion), builds caring relationships, and creates new ideas that benefit society). The purpose was to define constructive thinking operationally, compare constructive thinking to critical thinking, create and text quantitative indicators of constructive thinking, explore constructive thinking in relation to student success, and describe its implementation in post-secondary classrooms. Findings from the qualitative analysis triangulated findings from the quantitative analysis, substantiating the literature on critical and constructive thinking. Instructors and professors were able to relate the strands of constructive thinking to their instructional practices and explain how those strands differed from critical thinking. Constructive thinking as an instructional practice parallels many of the characteristics of exemplary teaching. Thirteen characteristics were identified from those participants who practiced constructive thinking. When educators balance critical and constructive thinking, they appeal not only to objective, scientific doctrines, but also incorporate humanistic factors. The implications of this study may help students to extend their learning beyond critical thinking, assist instructors in teaching students through new methods that embrace constructive thinking, and guide future researchers in refining the assessment of critical and constructive thinking.Bio: Dr. Kim Hewlett has spent her career designing and implementing education programs as a professional workshop facilitator, education consultant, classroom and special education resource teacher, English as a Second Language instructor and professor. For twenty years, she has taught many subject areas and ages from nursery to adult education in the public school system, the private sector, and abroad. She passed her doctoral defense last summer (as of August 17, 2005) entitled Constructive Thinking From Theory to Practice: An Exploratory Study in the area of Language and Literacy at the University of Manitoba. She has facilitated four workshops Effective Questioning, Introduction to Critical Thinking, Transforming Critical Thinking to Constructive Thinking, and Constructive Thinking: From Theory to Practice for University of Manitoba Teaching Services, The Imaginative Education Resource Group and Portage and Main Press. /papers/ application/x-pdf /papers/ 156 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 At-Risk Courses Versus At-Risk Students: The SMART Learning Commons Rosen, Caroline This paper deals with the introduction of an on-campus student service known as the SMART Learning Commons. Its purpose is to support and enhance student learning, writing, research, numeracy, and use of technology in university courses. The difference with this program, however, is that it views courses as being at risk, rather than the students themselves. The SMART Learning Commons is a relatively new way of approaching students in need of extra help outside of the classroom. Through collaborative partnerships, it provides expertise, services and resources in order to establish a learner-centered and research-intensive environment. Instead of viewing students in need of extra help as being "at risk," particular courses with a history of being difficult for students in general were selected in piloting this program. Each of these courses has graduate student peer mentors who meet students in a designated area of the university's library for individual and small group consultations. Support for writing is also provided, both in-person and with on-line support. Not only can students learn the expectations of academic writing style and mechanics, but also the best methods for conducting library and Internet research for academic papers. An evaluation of the SMART Learning Commons is scheduled for the end of the spring semester in order to provide summative feedback for the program. The goal of this presentation is to present an alternative and imaginative way of providing assistance to students who request help outside of the classroom.Bio: Caroline Rosen, Ph.D. works at the University of Minnesota's Center for Teaching and Learning Services. Her Ph.D. is in Educational Psychology, and her M.A.is in Teaching English as a Second Language. She is an Educational Specialist whose work involves training and supervising international teaching assistants. She enjoys finding imaginative strategies for teaching international graduate students spoken English and teaching skills. Additionally her interests include first-generation college student academic achievement, diversity training in socio-economic status, and internationalizing curricula. /papers/ application/x-pdf /papers/ 157 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Transforming the Virtual Environment: Infusing Caring and Aesthetics in Online Teaching-Learning Purnell, Marguerite Online education offers multiple challenges not encountered in face-to-face traditional teaching situations. The purpose of this presentation is to introduce a unique online learning environment designed to overcome the constraints of a Web-based pedagogy and support student creativity and well-being for optimal learning. Guided by key theoretical and research foundations, a Model of Nursing Education Grounded in Caring - Online (MONECO) was created as a framework for transformative teaching/learning. In the model, the theory of Nursing as Caring with its beliefs about what it means to be human, grounds the caring perspective and organizes the teaching-learning relationship. Caring infuses all teaching-learning strategies, including story as method for studying and knowing nursing, and shapes student-teacher interactions. A visual environment of aesthetic vistas as "wallpaper" immerses students in a low stress, creative environment where they "travel" each week to a different country in a semester-long, global tour, expanding their opportunities for imaginative thinking and complex learning. Infusion of environmental aesthetics was deemed critical to creating a welcoming "place" where students could engage in reflective activities and creatively study their discipline. This aesthetic environment was supported by the research and served as a compelling medium for embedding curriculum content instead of the sterile white electronic page. Integration of key theoretical and research underpinnings in creation of virtual environment strategies will be discussed. Student feedback will be described in relation to what strategies worked, and what did not. The presentation will culminate with audience members participating in a "live" global tour of the model course.Bio: Dr. Marguerite Purnell is an Assistant Professor at the Christine E. Lynn College of Nursing and has been a nurse educator for over 8 years. Her passion for nursing and for nurses underpins her teaching and research endeavors, and extends to critical appreciation of web-based learning. Dr. Purnell's research on intentionality in nursing has given rise to the understanding that the caring intention of faculty co-invigorating the learning environment with students is crucial to its successful outcome. She has authored multiple publications on nursing intention and nursing education, including associated topics of technology and intentionality, the language of nursing, the arts in nursing education, teaching strategies in oncology nursing education, and development of a caring model for nursing education. Dr. Purnell has accordingly shared her understandings and experience at national and international venues. /papers/ application/x-pdf /papers/ 158 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Chaotic Events, Complex Journeys: A Portrayal of Chaos and Complexity Following Tragedies and Disast Roden, Kathryne Rationale Tragedies and disasters often disrupt order creating an atmosphere of uncertainty and despair. As complex systems individuals have the capacity, when faced with sudden changes to disintegrate, but they also have the ability to maintain a secure orientation or even transform to a new complex order. This possibility calls for a sense of imaginative understanding among educators. Purpose of Proposal Prigogine & Stengers (1984) contend that complex order is discerned within chaos as it gives rise to a new order especially with the passage of time. Accordingly, this inquiry is designed to explore certain elements of complexity that persist over time that are useful to rebuilding lives. Specifically, how can bifurcation, flexibility, creativity, and flow imaginatively impact individuals? Method of Inquiry This research explores elements of chaos through autobiographical and historical exploration of chaotic events that allowed for meaningful, imaginative change to occur. The methodology draws on interpretivism, a qualitative methodology that seeks to develop an understanding through inquiry and meaning making (Denzin and Lincoln, 1994). The interpretive mode of inquiry, therefore, will be concerned with the meaning of the experiences that develop during the rebuilding process. Findings Individuals have the capacity to creatively evolve in face of great change. Results also indicate that educators facilitate change through the power of subtle influences and creative teaching strategies. Implications The elements associated with chaos and complexity provide a way of understanding and empowering individuals that have the capacity to emerge, evolve and make connections in face of great change. Bio: Kathryne Roden, M.S., M.Ed, is currently a doctoral candidate in Adult and Higher Education in Educational Leadership and Policy Studies at the University of Oklahoma. Her research interests involve issues in teaching and learning in higher education including the use of film as well as other aesthetic modes of teaching in higher education. Research interest also involves the use of autobiographies and issues of complexity science with university students. She comes from a background of Speech-Language Pathology in which she worked with autistic and other language impaired students and their families in private practice. Kathryne Roden has a professional background with workshop and training sessions in life transitions, finding meaning aftr crisis, and in discovering ones true potential passions, and possibilities.  Christopher K. Bray, M.B.A. is a doctoral candidate at the University of Oklahoma in Adult and Higher Education. His research interest entails inspired career changes that men make during early midlife due to choice rather than crisis. His research also includes chaos and complexity theory in relationship to creativity, flow, and bifurcations as manifested in life events for students as well as young professionals. Christopher Bray conducts workshops in making the most of business building opportunities, setting and reaching goals, and conducting motivating and creative workshops and presentations  Jessie Gregory is currently a doctorial student in the Department of Education in Adult and Higher Education at the University of Oklahoma. His current focus of study is in the area of classroom dynamics and its affects upon the learning environment. He has a professional background in both teaching and training through Texas A&M University in Commerce, Texas.  Derek Arndt, M.S., is a doctoral student in the University of Oklahoma College of Education's Adult & Higher Education program. He holds a B.S. and an M.S. in meteorology from the University of Oklahoma. Derek current research interest involves use of metaphors in nature as instruments of teaching and learning. His professional background lies in research and service climatology at the Oklahoma Climatological Survey where Derek Arndt currently serves as the Acting State Climatologist for Oklahoma. At the Survey, he oversees formal and informal educational outreach programs dealing with weather and climate preparedness.   /papers/68f88c93876f6dd4ef961e93d983.pdf application/x-pdf /papers/ 159 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 Mystery and the Body: Enlivening the Imagination through the Situated Bodies of Teacher Candidates Kentel, Jeanne Many teacher educators agree that field experiences are an essential component of successful teacher education programs (Posner, 2000). Subsequently, a number of institutions have developed "site-based" programs where students come to understand what it means to be a teacher. Site or place based experiences allow the interplay of perceptual (bodily) and conceptual (mental) capacities essential to teacher candidates becoming teachers, unlike tendencies within academic institutions privileging the mind over the body (Cheville, 2001; Whitehead, 1967). Furthermore, the imagination is an essential attribute of the sensing body (Abram, 1996), and as site-based programs situate the body, the capacity of the imagination is more fully engaged. Mixed methods of interpretive inquiry (Gadamer, 2002; Merleau-Ponty, 1968) are used to understand the personal accounts of teacher candidates. As an antidote to "technocratic" training (Giroux, 1988; Thomson, 2001), site-based experiences create spaces for reflective practice, foreground the body as a conduit to maintaining mystery while enlivening imagination, broaden university and schooling community relationships, and more holistically assist teacher candidates in becoming teachers. Bio: Jeanne Adele Kentel is an assistant professor of Health and Physical Education at Brock University. She completed her doctorate in Curriculum Studies at the University of Alberta. Prior to her current appointment she taught in elementary, secondary, and teacher education programs in Alberta and British Columbia. Her current research interests are places and spaces for children's play, critical media pedagogies, hermeneutics and movement literacy conversations, gender issues in health and physical education and sport, technologies for learning movement, landscapes of teacher education, and digital play understanding.  Douglas Karrow (Ph.D OISE/University of Toronto) has taught in a variety of contexts at the elementary and post-secondary levels. He is currently teaching science education in the Pre-service Department, the Faculty of Education, Brock University, Hamilton, Ontario. His research interests include: science education, imagination, environmental education, place-based education, epistemology, ontological education, metaphysics and technology. Recent methodologies include interpretive inquiry considering phenomenology and hermeneutics as alternative epistemological avenues. teacher education; perceptual knowing; enlivening imagination; site-based learning; reflective practice /papers/ application/x-pdf /papers/ 160 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Conceptions of childhood and imagination: The Nutty Boy, the book and the movie Gladir da Silva, Cabral Literature and cinema have maintained an intense dialogue over the years that has inspired aesthetic elaboration. The Brazilian writer Ziraldo is known for his literary work in which the children's universe is represented through humorous short stories in black and white cartoon images. The main character of these stories is called Nutty Boy. This paper intends to discuss the childhood conceptions and their consequences to imagination presented in the book and the movie. We have found in this book a conception of children who live an independent and irreverent childhood in which they are capable of surprising adult logic with a language that breaks all daily expectations. The book brings us a conception of childhood that is very far from those that see children as moral objects which just receive information from others. We are aware that when a book is made into film there must be some changes in the story, characters and plot. These changes occur due to cinema's specific format. Because of the book's "translation" into film, we want to investigate and question if the importance that imagination assumes in the book - i.e., it structures the Nutty Boy's way of being and interacting with the world - emerges with as much intensity in the more concrete universe presented in the movie. note: The book "The Nutty Boy" (in Portuguese, "O Menino Maluquinho") was published in Brazil in 1980 and became an editorial success. Since its first publication, it has been adapted for movies, theater and comic books among others.Bio: PhD. Graduated in literature, has worked at UNESC/Brazil for 11 years. Coordinates the "Identitare" research group, which investigates more specifically the construction of cultural identities and its ties with literature and education. Professor Cabral currently develops a research on cultural identity in children's literature. He has published articles and supervises Master degree dissertations and End-course work on English literature, education and language.  PhD. Graduated in Literature, has worked at UNESC/Brazil since year 2000, at the Literature Area in the Post-Graduate Program in Education. He coordinates the Research Group on "Correlation between Culture, Processing and Teaching: the language on focus". His research and publications are directed to approaching the literary text as a cultural product, and within this approach, relations with education: socio-historical functions of literature, education of readers, images of childhood, teaching literature. He currently investigates the pedagogical thought of Brazilian writers in the 19th century and has been supervising dissertations on the relations between cultural codes and education.  PhD. Has worked in education for a long time (27 years); since 1987 has also been acting on teacher education; since 1995 has been a University professor. Coordinates GEDEST - aesthetic education research, teaching and extension group -, at UNESC/Brazil, since 2003 (it exists since 2001 at UNICAMP, also in Brazil). Has researched Museums since 1997, when she started her Doctoral studies. Has published several articles and books, including "Museums, Education and Culture: Meetings of children and teachers with art", in 2005. She has been involved in several research projects and is currently developing an individual research titled "Education and artistic-cultural languages: production appropriation process of students and teachers"; she has supervised Master degree dissertations and End-course work in Visual Arts.  PhD.    /papers/6acea633b583e0d85d658541788a.pdf application/x-pdf /papers/ 161 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 3 Educators at round dance: education and transformation Ana Angélica, ALBANO The research that gave form to my doctoral thesis developed and grew from the material I collected during the process of meeting with four groups of educators, in Blumenau (SC) and in Campinas (SP). The meetings had a special characteristic: we met in order to dance in a circle together. From the experience with the sacred circle dances, inspired by the dances of the peoples that, as this denomination indicates, dance in a circle, I searched to discuss, analyze and understand other dimensions of the training of teachers. Taking as a dialogue, the field of Arts and the Psychology of C. G. Jung, I trailed paths of academic formation, perceiving and criticizing the rigidity of the dominant rationalism, whilst glimpsing how essential it is to provoke and stimulate the multiple languages of the adult educator. From the labyrinth of experiences lived with the educators, sacred circle dance emerges as a singular possibility to provoke and to give access to the being of poetry - the realm of the creation and recreation of forgotten or neglected dimensions, in each person. Many deep meetings took place in this journey of the dancing circles: - with the inner child, revealing the archetype of the master-disciple; with silence, receiving and nurturing attitude; with the mandala-circle, possibly an integrating symbol in Education. Revelations also occured affirming Soul and Beauty - the other side of rationality.Bio: PhD  PhD. She has worked in education for a long time (24 years); since 1982 has also been active in teacher education; since 1993 has been a University professor at UFSC/Brazil. Is a researcher at GEDEST - aesthetic education research, teaching and extension group - at UNESC/Brazil, since 2006 (it exists since 2001 at UNICAMP). She has published several articles and books, including "Museums, Education and Culture: Meetings of children and teachers with art", in 2005. She has been involved in several research projects.  /papers/ application/x-pdf /papers/ 162 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 5 The Quality of Mercy: Acts of Imagination in Quantitative Educational Research Kobayashi, Victor Educational research today is classified as "qualitative" as well as "quantitative," and there is a schism between proponents of one or the other types of research. The paper shows how basic units involved in quantitative research are basically qualitative, requiring leaps of imagination, that are encapsulated as hidden assumptions that are taken to be universals.Bio: /papers/ application/x-pdf /papers/ 163 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 5 The Possible's Slow Fuse: The Peril and Potential of Educating for Imagination Fettes, Mark The towering halls of education, built on a vision of order and ever-increasing knowledge and control, were not about to allow the jesters of imagination in. They barred their gates and posted a guard at every window. Yet the cost was higher than foreseen. Not only did life grow tedious without fools and heroes, but odd cracks began to develop. Sometimes a wall would collapse without warning. Peeping through these ragged holes at night, the castle denizens saw shadowy figures dancing in the light of a dozen bonfires. They heard the chant: The gleam of an heroic Act Such strange illumination The Possible's slow fuse is lit By the Imagination. Caught between terror and longing, the inhabitants hesitated. What would happen if they unbarred their gates and beckoned to the carnival? Would the jesters douse their fires, or fan the flames higher? Would they help fix the walls, or blow them sky-high? And which option did they, the castle dwellers, really prefer?Bio: With a professional background ranging from biology to language planning, Mark Fettes is concerned with how educational systems engage with different ways of knowing and being, and with the integration of such systems in wider cultural patterns. His interest in the imagination stems from his work on a critical-realist theory of linguistic ecology and its applications in such diverse areas as ecological, indigenous and multicultural education. Mark Fettes completed his Ph.D. (2000) in Theory and Policy Studies in Education, at OISE/University of Toronto, and holds a M.Sc. (1986) in Biochemistry, from the University of British Columbia, and a M.A. (1984) in Natural Sciences, from the University of Cambridge. He is also the Executive Director of the Esperantic Studies Foundation (www.esperantic.org). /papers/ application/x-pdf /papers/ 164 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 4 Somatic Understanding: Our body's roles in our intellectual education. Egan, Kieran Most educational theorizing, and practice, seems to go on as though humans were disembodied brains. While it is indeed the strange distinctiveness of our brains that is of great importance in education, it is also important to recognize that these brains are parts of our bodies, and that the distinctive human body remains central to all forms of education. In this paper, the arguments will be made that only by attending much more closely to the kind of body we have and how it, in part, constitutes and interacts with our minds will we be able to construct adequate notions of how to educate. The paper will focus particularly on the body's emotional responses and attachments, musicality, and contribution to humour, along with bodily senses, gesture and communication, referencing, and intentionality. The paper will explore how these features of our bodies, learned most intensively during our earliest years - though also educable throughout our lives - remain crucial in all future intellectual education.Bio: Kieran Egan in a professor in the Faculty of Education at Simon Fraser University. He is currently Director of the IERG. His interests include trying to sketch a somewhat new educational scheme based in part of Vygotskian ideas, and also working out ways to help students and teachers find the regular subjects of the curriculum more imaginatively engaging. He graduated from London University with a B.A. in History, and from Cornell University with a Ph.D. in Education. /papers/ application/x-pdf /papers/ 165 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Shared Vision, Shared Language John-Steiner, Vera Collaboration is increasing in classrooms, amongst scientists, across and within the arts and in the workplace. It goes beyond interaction to an intricate blending of vision, temperaments, disciplinary training, imagination and skills. As we face an abundance of challenging problems we can no longer rely on the gifts and commitment of solitary individuals; we need the resources of shared endeavors. I will present different patterns of collaboration within and across domains and specify the barriers to the implementation of shared visions. Sources for this talk include interviews with collaborative partners. Their descriptions are rich in metaphors that capture the process and the personal meaning of joint activities. This presentation relies on a Vygotskian framework including some of his writings on creativity and imagination.Bio: /papers/ application/x-pdf /papers/ 166 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 2 THE NEW ARRIVALS OUTREACH PROJECT: A SERVICE-LEARNING INITIATIVE (NAOP) Pennington, Gary For the past year we have been working with refugee children and their families, mainly from the Sudan through the medium of play, games, sport and dance. This work has been done by University of South Australia staff and students; some of it as a course, much on a volunteer basis. There is a great need for this kind of service-learning because of the traumatic backgrounds experienced by most youth and the need for teachers and other professionals to know how to work well with immigrants. Our goal is to enhance to lives of our new neighbours and to foster racial harmony and understanding among all Australians. We have been very encouraged at the response we have had to our endeavours. There are many wonderful photographs that have been taken showing African youth working with white Australians in productive and playful ways. The metaphor for our work is L.I.F.E. that is, Laughter, Inclusion, Friendship and Equality. The student's fieldwork journals and the essays that they have written are of a good quality and are an excellent documentary source. This presentation will outline the ways that the project has developed and will detail the curriculum that has been put in place, one that varies greatly from most university courses. We believe that our work epitomizes what imaginative curriculum design is about. Structure: The Story of NAOP's beginnings, the work that it is doing with immigrant and refugee children, and results from the words of participants. Research: Historical Case Study; Ethnographic researchBio: /papers/ application/x-pdf /papers/ 167 (2006) 4th International: Opening Doors to Imaginative Education (2006) 4th International: Opening Doors to Imaginative Education 6 Humanistic, Individualized Physical Education (HIPE) Pennington, Gary Most Physical Education is schools around the world is boring, predictable, alienating, and unimaginative. Programs are based upon a homogenized form of learning that has little to do with imagination and creativity. The universal decline in time devoted to this subject in schools is testimony to the fact that education policy-makers attach only token significance to school physical education. The huge irony at play here is that the physical well being of children and youth is a matter of paramount concern to the young people themselves, to parents, and to health professionals who warn us of the dire effects of sedentary living. A big part of the answer to the dilemma of unproductive curricula in the face of the needs of our youth is to radically overhaul the way we plan and conduct physical education in schools. In my work in education for over 40 years, I have been trying to do just that. Essentially, I have observed the physical activities that youth do outside the school walls and have introduced those things into their lives in schools. In this context they have become what Paulo Freire called both, "Teacher-Learner" and "Learner-Teacher". Freedom, responsibility, playfulness, initiative and cooperation are main themes that prevail in this work. In the HIPE model, the only limits to what can be done are the imaginations of students working in concert with their teachers and peers. I would like to share the philosophical and practical underpinnings of this work with delegates.Bio: /papers/ application/x-pdf /papers/ 3 (2006) Imaginative Education Research Symposium 2006-07-12 26 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Imagine future: role models and schools' captured imagination Popenici, Stefan After more than 15 years of democratic reforms, Romania can evaluate the first major effects of changes in public education. We can find that being far from finding a relative answer or a minimal direction for the purpose of education - to equip people for work or to focus resources on broader issues for students' personal development or to state clearly what values are being conveyed in education in a our multicultural society - Romanian public education is under pressure on a more fundamental problem: do we still value education? Our new generations - educated in our post-communist society - attach importance to education, work and personal development for their life and future? Far from being local problems, common to societies under development, this concerns place educational policies on the situation to compete to infuse students' imagination if reality shows that they do not see life connected with education. This work first look at the results of the first Romanian nationwide survey on role-models and motivation for learning and will analyze how these findings are connected with imagination and education. Second, it will present a comparative analysis on major trends in education throughout the lenses of intrinsic relation of education with imagination. Third, if imagination of our students is often captured by the controversial creations of the media, by street mythology and villain heroes, this study will briefly scrutinize alternative solutions. Bio: Stefan Popenici was since January 2001 until July 2002 advisor to the Minister of Education and Research on matters of educational politics and sciences and on relations with national educational institutions; and now he serves as researcher for the Institute for Educational Sciences, Bucharest. He was previously an associate lecturer in the Department of Communication and Public Relations at Bucharest University and an associate professor of educational politics at the University "Al. I. Cuza," Iasi. In 2005 he was associate professor of education at De La Salle University, Philippines. Dr. Popenici holds a Ph.D. in educational sciences since 2001 from Bucharest University. The title of his thesis is Educational Imagery. A study on Romanian Fairy Tales. values, imagery, education /papers/Popenici_51.pdf application/x-pdf /papers/ 38 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Examining Possibility Thinking In Action in Early Years Settings Grainger, Teresa Whilst the existence of 'possibility thinking' has been acknowledged in some of the educational research literature on creativity in the UK (e.g. Craft, 2001; Craft and Jeffrey, 2004), as yet its role, as manifest in the pedagogical strategies of teachers and learning engagement of young children, has not been fully illuminated. It has been conceptualised as being core to creative learning (Jeffrey, 2005) and could be seen as representing an articulation of the 'being imaginative' part of the current policy framework for creativity in England (QCA, 2005a). Drawing on existing work in this area, this research project sought to identify and analyse what characterises possibility thinking in young children's creative learning and in the pedagogies of practitioners in the early years. In addition, the project aimed to develop innovative methodological ways of identifying and recording the existence of possibility thinking in teacher pedagogies and the learning experience of young children. The research team, comprised staff in an early childhood centre, in an infant school and in a primary school, all of whom worked collaboratively as co-participant researchers with the three university-based researchers. The 12-month long study posed considerable challenges for the team who worked to capture the complex interplay between learning and pedagogy making use of video stimulated review, observation and micro event analysis in the process. This paper shares the conceptual frameworks created, the key insights developed thus far and reflects upon the complexity involved. The team aimed to provide an informative analysis in relation to possibility thinking that would resonate with the everyday experiential evidence of other early years practitioners and would extend both theoretical and practical understanding of possibility thinking in action. Bio: Teresa Grainger is a Professor of Education at Canterbury Christ Church University in the UK. She runs a Masters programme in literacy and learning and undertakes considerable research, consultancy and publication. She is editor of the RoutledeFalmer Reader in Language and Literacy, ( 2005) and has recently published Creativity and Writing :Developing Voice and Verve with Kathy Goouch and Andrew Lambirth (Routledge Falmer, 2005). Teresa is Co-convener of the British Educational Research Association Special Interest Group (SIG) on Creativity in Education and is on the board of several journals including Literacy (Blackwells) and the International Journal of Thinking Skills and Creativity (Elseveir). Her research interests include creative teaching and learning in schools and higher education, progression in creative learning, the professional artistry of teachers and creativity in the context of literacy education.  Anna Craft is a Reader in Education at The Open University and since 2003 has held a visiting appointment at Harvard University Graduate School of Education. She is co-editor of Creativity Across the Primary Curriculum (RoutledgeFalmer, 2000), Creativity in Education (with Jeffrey and Leibling, Continuum, 2001), and sole author of Creativity and Early Years Education (Continuum, 2002) and Creativity in Schools: Tensions and Dilemmas (Routledge, 2005). She is Co-Founding Editor of Thinking Skills and Creativity, an international journal published by Elsevier which launches in Spring 2006. She is a Co-convener of the BERA:SIG Creativity in Education.  Pamela Burnard is a Senior Lecturer in the Faculty of Education at the University of Cambridge, UK where she coordinates the MPhil Educational Research course and teaches courses on music, the arts, culture and education, children and creativity, teaching creatively and qualitative research methodologies including arts-based enquiry and the use of image-based tools and techniques. She is co-editor of the International Journal of Music Education: Practice; Associate Editor of Psychology of Music, on the editorial boards for Journal of Creativity and Thinking Skills, International Journal of Arts and Education, Asia-Pacific Journal of Arts Education, British Journal of Music Education and Music Education Research. She publishes widely and has contributed chapters in several books on creativity. She is Co-convener of BERA:SIG Creativity in Education. /papers/Grainger_130.pdf application/x-pdf /papers/ 40 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 How Does it Work vs. What Does it Mean: An alternative conception of some children's imaginative thi Bonnycastle, Anne Traits, characteristics, interests and educational experiences of ten children who "love to build," are fascinated by "how things work" and are precocious in their understanding of physical phenomena and other "systems", were described in this qualitative, multi-case study. Among the findings were descriptions of disinterest in pretend play and narrative, alongside descriptions of an intense passion for figuring out how "things" (and other systems) work. I discuss the implications of the findings for imaginative education. While the imaginative education literature embraces narrative and metaphor as tools for understanding the human condition, this paper explores the possibility that for some children, imagination consists primarily of building "if … then" structures as tools for understanding the physical world. Children like the ones described in this study may be best served by using logical, rule-bound systems to scaffold their understanding of narrative and myth. This direction of mediation is opposite to that presented by much of the imaginative education literature. Our conception of imagination may need to expand if we are to accommodate children with alternative cognitive orientations within the imaginative education movement. Bio: I am currently enrolled in the Master's program at Simon Fraser University, department of Educational Psychology. I completed the PDP program in 1996 and am currently a teacher at Choice School for Gifted Children. /papers/Bonnycastle_71.pdf application/x-pdf /papers/ 41 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Affective Learning Levykh, Michael Our feelings and emotions are the most important force behind almost everything we do, say, and think. In any domain, and education in particular, there is no aspect of the learning process that is not influenced by emotions. From the very first step of noticing and perceiving the information around us, followed by encoding, retrieving, and decision making in using such information to our benefit ˆ affect (our emotions, feelings, moods) is the most crucial and decisive force in our learning process. The main goal of this paper is to show that, despite its unpopularity among some educators and educational psychologists, the notion of usage of emotions to better facilitate learning and thus teaching processes, is psychologically and hence educationally significant.Bio: My name is Michael Levykh and I am finishing my second year PhD program in Psychology of Education at SFU. Teaching and facilitation of learning, as it is influenced by affective forces, have been my lifelong passion. For many years, I have worked as a voice teacher, vocal coach, teacher of vocal pedagogy, an ESL teacher, Russian dialect coach, and teacher of Russian language and diction. I have presented numerous workshops for teachers on Preservation and Rejuvenation of the Speaking Voice. My previous topics of inquiry were Cognitive-Affective Speech and Its Therapeutic Properties, Mood-Induced Speech as Enhancing Factor of Memory in Learning, Emotions in Education. Presently I am fascinated by Vygotskian concept of "leachnost" (personality) and its development through the hierarchy of culturally mediated emotions as being part of motivation towards mastery of behaviour. /papers/ application/x-pdf /papers/ 55 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Story Dramatization as a Tool for the Development of Children's Creative Play Activities Bredikyte, Milda Narrative teaching and learning approach (Hakkarainen 2002, 2004) is used for creating a new type of a play-based program incorporating a set of different creative activities involving fantasy, imagination and pretense. Story dramatization with puppets is the central component of the program. Traditional storytelling and reading is often not enough to support the development of children's joint creative play in the classroom. "Dialogical Drama with Puppets" method (Bredikyte, 2000) brings new features to traditional storytelling and enhances children's creative activities. A case study illustrating four different children's responses to the puppet presentation of the story "Little Red Riding Hood" is presented. A conclusion can be made that story presentation with puppets serve as a model for children's independent play with peers. Fantasy plots of the stories and tales capture children's attention and move them to the creation of "imaginary worlds" where they can test their own concepts about life, world, and human relations. Cultural tools, such as drama, painting, singing, playing music, dancing, reading, writing, etc., are used in creating imaginary worlds. Narratives give shared content to children's play and create the community of players. At the same time drama methods orient the teacher to child-centered construction of learning situations and present a new challenge for professional mastery. The teacher has to master cultural tools as the mediator and supporter of children's creativity. Bio: /papers/Bredikyte_179.pdf application/x-pdf /papers/ 60 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Science and Art in Science Class. Some ideas for deeper thinking Monzón, Patricia One of the aims of this article is to unveil a possible relationship between Science and Art. Examples taken from History of Science show these two areas are related in a fruitful way. We discuss a Science Learning model in which we remark the individual and social aspects, linked by emotional elements. The generation of more meanings, the possibility of think about a different world, about open problems, the affective world in a creation process, are necessary in a Science Class. Besides, we discuss a didactic experience whose most important stage of the instructional sequence was as follows: Students had to create artistic productions employing Physics contents. We have analysed in this paper two roles of the artistic production in class: make sense of knowledge and generation of autorregulation process. These categories are important elements of learning process. We found out that the artistic production allowed students to put into use strategies of self regulation, to transform some aspect of their epistemic conceptions, to mobilise their knowledge and to make sense of Physics subjects. Bio: Patricia Monzón was born in Buenos Aires, Argentina in 1963. She graduated from the University of Buenos Aires as an Electronics Engineer (1991). She is currently working on her thesis, entitled "Fictional Products and Learning Physics" for her Master degree in Cognition and Learning from FLACSO and the Universidad Autónoma de Madrid. She has been teaching teenagers in the Colegio Nacional de Buenos Aires since 1984. She teaches mechanics and electromagnetism at Universidad Tecnológica Nacional. A current focus of her interest is the application of research on learning to teaching science. She is interested in the relationship between Imagination and Science Learning.  María Vinuela is an Argentine professor who works and lives in Buenos Aires. She graduated from the Universidad Católica Argentina with a B.A. in Linguistics. Currently she is pursuing a Master degree in Cognition and Learning from FLACSO and the Universidad Autónoma de Madrid, working on "Teachers knowledge construction in practice context". She had taught Spanish Language and Literature as a high school teacher for 15 years. Since 1997 she coordinates teacher's educational programs. Her interests include working out ways to help teachers develop creativity in teaching. María's focus of investigation is the use of cultural tools in the teachers' educational process. /papers/Monzon_98.pdf application/x-pdf /papers/ 64 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Discussions on Teaching as a Form of Art Stanley, Denise While increasing numbers of teachers begin to explore approaches that are more artistic than scientific in character, shifts within postmodernism bring about new conceptualisations of how education works and what purposes teaching should serve. This article argues for a view of education that differs in fundamental ways from the positivist perspective which now prevails. As change occurs within the scholarly community, research has strayed from emphasising generic teaching behaviours that gave currency to the "clinical information processor" label that teachers once possessed. Teachers should no longer be those who implement the prescriptions of others, but rather collaborators in the construction of knowledge (Eisner, 2002). It is this type of belief that has come to characterise a current understanding that the act of teaching might be viewed as an art form; but do teachers themselves consider their daily work a form of art? Bio: Denise Stanley currently works in the not-for-profit sector of life. She is an artist, a teacher, writer, and musician - but never with too much discipline. Playful yet serious. Ambitious yet tired. Loving yet impatient. She's ambivalent, but then again, who is not? When she's not in the kitchen creating a stir, detailing the body parts of an insect, gluing her fingers together with rubber cement, banging on the ivory, or teaching her students, she's at her computer trying to make sense of the world. Teachers; Art /papers/Stanley_109.pdf application/x-pdf /papers/ 68 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Fine Art, Imagination, and Literacy Read, Catherine Participation in various parallel forms of expression that integrate art, imagination, and language creates a solid foundation for excellence in literacy. Fine art is a language and a means of expression in itself, and many parallels exist between the developmental processes of creating art and writing. Participation in the arts can provide students with the opportunity to exercise and expand their imaginations, which ultimately provides valuable experiences that are transferable into reading and writing skills. Bio: I am a PhD student at Simon Fraser University majoring in Arts Education. Currently in my research I am exploring the parallels and links between fine arts, language, and literacy skills. I am also a visual artist and enjoy creating various forms of artwork including papier-mache sculptures, watercolor paintings, and sugar art. In my spare time I am an avid competitive equestrian and new mother. /papers/Read_145.pdf application/x-pdf /papers/ 88 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Imagination and reflection in teacher education: The development of professional identity from stude Beauchamp, Catherine Making the link between what is learned in teacher education and what happens in initial teaching practice can be seen as key to the transition of student teachers to the real world. New teachers frequently experience frustration and difficulty in their early years of teaching, as the complex context of schools has an influence not only on their practice but also on their professional identity. However, programmes of teacher education have not always been able to prepare student teachers for the dramatic realities of early practice. We propose a conceptual framework that allows for intervention in the development of professional identity both in teacher education and in early practice. By drawing on literature about imagination and reflection, we show how a teacher education programme might tap into the imagination of students to help them become more conscious of their emerging identities as teachers. Additionally, we connect the idea of anticipatory reflection as a powerful means to envision future practice to notions about imagination. This combining of reflection and imagination within a teacher education programme's efforts to develop a professional identity in student teachers could help ease their transition to real life practice. Bio: Catherine Beauchamp is professor and Chair in the School of Education at Bishop's University in Lennoxville, Quebec. She began her career as a secondary school teacher and has since then taught in higher education in Quebec at both Cegep and university. Her recently completed Ph.D. from McGill University examined the literature on reflection in teaching and proposed a conceptual framework for understanding this literature. Her current research interests include teacher education and reflective practice, and she is a member of a multi-institution research team investigating the differences in knowledge construction across disciplines from secondary school through Cegep and university programmes, both undergraduate and graduate.  Lynn Thomas is professor in the Département de pédagogie of the Faculté des sciences de l'éducation at the Université de Sherbrooke in Sherbrooke, Quebec, and is responsible for the BEALS programme in second language teaching. She taught school in Quebec and British Columbia as well as in the north of Canada before completing a Ph.D. in Curriculm and Instruction - Language Education at the University of British Columbia. Her research interests include English second language teacher education, language and culture in schools and minority languages. /papers/Beauchamp_127.pdf application/x-pdf /papers/ 104 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 DOORS TO KNOWHOW: Arts-Based Research Practice in Pedagogical Inquiry Michael, Maureen Kelly Abstract Project KNOWHOW is an art-based narrative inquiry that seeks to represent the pedagogy of the artist-teacher. In making this representation accessible to other educators KNOWHOW hopes to generate professional dialogue around the concept of the teacher as artist in the learning environment and (re)inspire imaginative approaches to education through the development of a teacher education initiative. This paper presents an overview of the pedagogical research project, Project KNOWHOW and outlines the combined methods of arts-based inquiry and narrative inquiry. Examples of these approaches have been given in the form of two literary texts illustrating the different forms that narratives can take. The paper then describes the journey from field texts to research texts, highlighting a particular issue emerging from the cultural differences between the researcher and the researched. The resolution of that issue is explained through a specific account of the researcher's creative art practice. This account explores art practice as a means of objectifying issues from within the field and illustrating how artefacts can engage the imagination and become a vehicle for critical reflection. Finally the paper concludes with researcher reflections exploring the different layers of imaginative education that exist within Project KNOWHOW. Bio: Maureen K Michael is an educational researcher interested in arts-based methods of narrative inquiry. Maureen currently holds a research post at Glasgow School of Art, UK where she is the lead researcher in the international pedagogical research project, Project KNOWHOW (www.knowhow.is). Maureen's creative career commenced with BA(Hons) from Glasgow School of Art followed by 12 years teaching and learning through art and design with young people at risk. Whilst working full time as a teacher Maureen embarked upon a research Masters and explored the issues inherent to practice-based research in art education. Following the completion of the first artefact submission for this Master of Philosophy in Art, Design and Architecture in Education at Glasgow School of Art, Maureen was awarded the degree with Distinction. The combined experiences of aesthetic learning, teaching and making continue to inform Maureen's research with Project KNOWHOW and also with her ongoing work with professional development courses for teachers. practice-based research; teacher-artist-researcher /papers/Michael_155.pdf application/x-pdf /papers/ 109 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 A place for childhood education, language and memory Cabral, Gladir da Silva This paper intends to present the importance, the theoretical views and the challenges faced by a research project and a non-degree program entitled A PLACE FOR CHILDHOOD EDUCATION, LANGUAGE, AND MEMORY developed in Criciúma, Santa Catarina, Brazil. The Project is essentially a virtual research program. Its general objective is to preserve, produce and disseminate scientific and artistic-cultural works for, about and by children, in order to contribute to the widening of the artistic-cultural repertoire of children and adults, to the reformulation of teachers' and researchers' training processes, to pedagogical action projects in schools and other cultural activities, as well as to provide materials and discussion points to public education policy makers and access to culture.Bio:   Maria Isabel Leite is a Brazilian professor who works and lives in the south of Brazil. She was born in Rio de Janeiro, is married and mother of four daughters. She received a Ph. D. in Education at the State University at Campinas (UNICAMP) in 2001. In that work she discussed children's cultural productions after art and museums exhibits. She has been a university professor in the area of children's education, art and culture. She also worked at elementary schools in Brazil for 15 years as an art teacher and coordinator and is the author of several academic publications about language, visual arts and specially children's drawings. She works at UNESC (Universidade do Extremo Sul Catarinense) as a faculty professor and she coordinates a research group (GEDEST) on the area of aesthetical education.  /papers/Cabral_etal_210.pdf application/x-pdf /papers/ 128 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 IMAGINATION AND EDUCATION FROM A CULTURAL DIVERSITY'S PERSPECTIVE Sierra, *Zayda Colombian schools, their structure and content as we know them today, are an invention of Western modern society. We learned to assume them as natural, when they are a social and historical construction. Most people do not question their existence, methods, space and time organization, their hierarchical and authoritarian structure, their well established curriculum, their few opportunities for students and teachers' creativity and imagination. How, is that the rigid discipline that characterizes our schools became so natural in our contemporary life? This paper attempts to provide some answers by looking to the way modern society was born and established in Latin America and the impact of colonization to deny other cultures' ideas and their different ways to think and live in the world. From this historical perspective we show the importance of critical and creative pedagogies to reverse the passive and conformist education that has characterized Colombian schools, product of a very long colonialist heritage. We end sharing our own search for creative alternatives at Research Group Diverser in Universidad de Antioquia, Medellín-Colombia with projects such as: (1)Understanding students' diverse cultural contexts through qualitative research strategies based on Play and Art; (2) Learning to work in partnership with Colombian First Nations communities and organizations; and (3) The Young Researchers' Program (Semilleros de Investigación) a space and time for undergraduate students to get into creative research projects of their own.Bio: Zayda Sierra, Fulbright scholar, Ph. D. in Educational Psychology with emphasis in Gifted and Creative Studies at the University of Georgia-US. Tenure professor and director of Research Group Diverser at School of Education at Universidad de Antioquia. Founder and director of the Doctoral Program in Intercultural Studies at this same University.  Hilda Mar Rodríguez, M.A. in Language and Education and assistant professor at School of Education Universidad de Antioquia. Co-director of Research Group Diverser and director of the M.A. in Pedagogy and Cultural Diversity and Candidate to Doctorate in Education at Universidad de Antioquia.  Zoraida Rodriguez, M.A.in Education, Pedagogy and Cultural Diversity, and B.A. in Performing Arts at Universidad de Antioquia. Part-time professor at the School of Education and the School of Languages at this same University. Associated researcher of Diverser Research Group. /papers/Sierra_223.pdf application/x-pdf /papers/ 143 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Distributed imagination where the individual and the collective mind meet Alexander, Gadi Imagination is described in classical philosophical and psychological writings as being essentially an intra-psychic faculty taking place within the mind of an individual thinker. Nevertheless, several scholars assumed that imaginative contents and ideas can exist beyond the realm of the individual and there may even exist a "group mind" or "collective mind" that influences how and what people are able to imagine. Even if this conception of collective imagination is going too far it is still possible to study the intersections in which individual thinking and group imagination interact. In our presentation we will examine instances in which an individual mind can be affected by a social and cultural milieu. We will ask how individual thoughts about possibilities are communicated and shared with others. We will second Egan's insights about the transitions from an oral culture to a literate one implying that collective myths customs and stories of the past have been replaced today by an over emphasis on individual contributions. Since it may difficult for educators to guess what is going on within the mind of a learner, social representation of individual thoughts and interests can give an indication to what could be or should be tried out in the classroom. The "frameworks" in which children of the same development stage engage in a shared and "distributed imagination" provides a basis for the teacher to relate the interest of each individual learner to collective ideas and thus bridge between imagination in the mind and the funded knowledge and ingenuity of the curriculum. Bio: Gadi Alexander is member of the Department of Education at Ben Gurion University (Israel) and teaches curriculum planning, creativity, and learning and technology courses. His B.A and M.A in literature education and communication were granted from the Hebrew University in Jerusalem. His PhD was completed in 1976 at UCLA (with John Goodlad). He served as head of teacher training and head of the curriculum instruction and learning division. Besides teaching he was heading major projects involving computer implementation, and a project focusing on cultivation of creative thinking. He produced computer courseware and recently finished a television series on creative thinking. /papers/Alexander_200.pdf application/x-pdf /papers/ 146 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 To Stir with Love: Imagination, Attachment and Teacher Behaviour Riley, Philip Organisations interested in promoting innovative, imaginative teaching strategies, such as the Imagination in Education Research Group (IERG) based on the work of Keiran Egan (2005) are hoping to improve the lives of students and teachers alike by changes to educational practice. They face questions such as: a) how can current educators can be adequately supported to develop skills, competencies and the emotional maturity needed to extend student's creativity and imagination; b) can pre-service teacher education be adapted to accommodate imaginative processes and a new set of cognitive tools; and c) where does creativity and imagination come from in the first place? The author argues that answers to these questions lies fundamentally in the quality of the teacher-student relationship based on the theoretical framework of attachment developed by John Bowlby (1982). A new approach for professional development on classroom management which includes imagining a better future is presented for teachers who have resisted previous intervention strategies. Keywords: Imagination, IERG, attachment, classroom management, curiosity, separation protest, teacher aggression, professional development.Bio: Philip Riley is a lecturer in the school of educational studies at La Trobe University in Melbourne, Australia. Currently he is the convenor of the Graduate Diploma in Education (Primary). He teachers pre-service primary and secondary teachers a range of subjects including: Mathematics, Psychology, Issues in Education, The Person-Centred Approach to Teaching, Counselling and Nursing and Educational Leadership. His currently researching the attachment styles of teachers in mediating classroom relationships and effective management. Phil can be contacted on +61 3 9 479 2662 or email: Philip.riley@latrobe.edu.au (87 words) /papers/Riley_233.pdf application/x-pdf /papers/ 147 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Imagination: Resuscitating education Gallant, Andrea Jean Geber's work is helping to illuminate that we are multi modal conscious beings. The structures that make up our consciousness reflect the complex ways in which we perceive reality. It is in understanding and appreciating these multiple perceptions of reality that inform how we have constructed education and our views on teaching and learning. Imagination is part of the mythical structure of consciousness. The work of Kieran Egan is helping teachers/educators recognise that imagination is not an appendage to teaching and learning but is intricately involved in teaching and learning successfully. Resuscitating education for the disengaged is connected to imagination.Bio: For the past 11 years I have been a secondary school teacher. I have worked in an all girls Anglican school, a co ed Jewish day school and been a middle years co coordinator in an alternative co ed school, which was based on A.S. Neils' educational philosophy. In 2005 I worked with socio economic disadvantaged children in a programme to re engage them in learning, promoting independence and responsibility. Also in 2005 I commenced working at La Trobe University in their Graduate Diploma of Education, lecturing to pre service teachers. Presently I am working towards the completion of a PhD. The focus of my research is multimodal consciousness. /papers/Gallant_234.pdf application/x-pdf /papers/ 151 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 Development of Motivation in Play and Narratives Hakkarainen, Pentti Play and narratives are used as auxiliary motivational tools in Finnish elementary education, but play is absent from the core curriculum and curriculum guidelines. We suppose that the whole developmental and motivational potential of play and narratives is not used in preschool and elementary education. A general hypothesis is that play and other narrative environments effectively create motivational formations. We have started to elaborate the Vygotskian concept of genetic experiment as our methodological frame. Our methodological tool is composed of a set of different narrative methods. They are used in the vertically integrated groups of 4 - 8 years old children. Our genetic experiment constructs stage-by-stage different types of imaginary situations. Usually we have proceeded from oral storytelling of folk tales or children's books to dramatization of some critical episodes from the point of view of the characters. Children's play initiatives after critical episodes are carefully documented and used as the material for joint play-world elaboration with the children. Empirical episodes aiming at the development of group cohesion and independence are described. Educators design a provocative role character messing around and breaking the rules of children's play-world. This leads to children's redefinition of the rules of the play-world in case of the possible return of the character. In the last episode children have a meeting in order to discuss observed rule breaking in the group and its consequences.Bio: /papers/Hakkarainen_185.pdf application/x-pdf /papers/ 168 (2006) Imaginative Education Research Symposium (2006) Imaginative Education Research Symposium 8 E KÛKULU KAUHALE O LIMALOA: KANAKA MAOLI EDUCATION THROUGH VISUAL STUDIES Clark, Herman Pi'ikea The 'Kauhale Theory,' is an educational philosophy for visual based research that is grounded in a Kanaka Maoli or indigenous Hawaiian cultural metaphor. Developed as a viable alternative to State mandated approaches that historically marginalized Kanaka Maoli knowledge, the Kauhale theory offers students in Hawai`i the chance to learn within an educational setting where Kanaka Maoli knowledge, ways of knowing and expressing knowledge was prioritized as the principle medium of investigation. This paper describes the historical background against which the Kauhale theory was imagined and developed for the purposes of facilitating a learning setting through image making that is derived from the cultural perspectives, values and educational aspirations of Kanaka Maoli people. Bio: I am a Kanaka Maoli, an indigenous Polynesian Hawaiian. I was born and raised in Honolulu, Hawaii and received my formal education in Visual Communication and Hawaiian Studies at the University of Hawaii at Manoa. Currently at Massey University, New Zealand /papers/Clark_254.pdf application/x-pdf /papers/ 4 (2007) 5th International Conference on Imagination and Education 2007-07-18 79 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 10 Forestalling Excellence Broom, Catherine This paper begins by articulating a vision of what excellence is and of educational pedagogies found in some well-known philosophers' works that aimed to achieve it. It then argues that the possibilities of achieving excellence through education are virtually impossible in today's sterile and bureaucratized schools by exploring the roots of today's toxic educational system, found in, for instance, "scientific" curriculum making and a factory-style, rationalized approach. The paper concludes with an exploration of possibilities for revitalizing education through a comprehensive conceptualization of education that blends heart, body, and mind. A warm and humane philosophy that builds on the work of Egan and Orr, it provides greater opportunities for educating for excellence.Bio: A practising high school teacher with more than 10 years of teaching experience in Canada and overseas, I am also a PhD student at SFU and a research assistant at IERG since 2005. For IERG, I have edited the newsletter and the 2006 Symposium Proceedings. I am interested in History of Education and new theories of education--such as Egan's theory--that provide opportunities for reconceptualizing education in a more humane way. holistic education, imagination, emotional engagement /papers/ application/x-pdf /papers/ 169 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 11 LUCID Insights: Nurturing Imagination in Classrooms and Communities Fettes, Mark Since 2004, three school district-First Nation partnerships in British Columbia have been working with SFU's Imaginative Education Research Group to develop and test strategies for improving educational experiences and outcomes, in the context of culturally diverse communities and classrooms with high proportions of First Nation (Aboriginal) learners. In a series of sessions on Thursday, July 19, some of the major findings of the project to date will be presented. The first session, on Thursday morning, will outline the social and political context of the project, and describe the partnerships that are central to its success. Teachers' professional development, community involvement, integration with other district initiatives, support from administrators and other educational leaders, and the training and guidance of student researchers are all important pieces of the puzzle. Arguably, any large-scale attempt to implement imaginative education within the formal education system would have to address these challenges, and could draw useful lessons from the LUCID experience. Subsequent sessions, on Thursday afternoon, will outline some of the promising strategies that have emerged from the project, in the areas of teacher development, pedagogy, and assessment. In the first area, the focus will be on lesson planning games that help to stretch teachers' imaginations and spark their creativity. The second area will profile several imaginative approaches to including First Nations history, culture, values and processes in the classroom, illustrating each with an actual curriculum unit. In the third area, a variety of tools for assessing imaginative engagement and development will be presented, ranging from the "quick and dirty" to the elaborate.Bio: With a professional background ranging from biology to language planning, Mark Fettes is concerned with how educational systems engage with different ways of knowing and being, and with the integration of such systems in wider cultural patterns. His interest in the imagination stems from his work on a critical-realist theory of linguistic ecology and its applications in such diverse areas as ecological, indigenous and multicultural education. Mark Fettes completed his Ph.D. (2000) in Theory and Policy Studies in Education, at OISE/University of Toronto, and holds a M.Sc. (1986) in Biochemistry, from the University of British Columbia, and a M.A. (1984) in Natural Sciences, from the University of Cambridge. He is also the Executive Director of the Esperantic Studies Foundation (www.esperantic.org) /papers/ application/x-pdf /papers/ 170 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 12 A Web-Based Radio Station as a Platform for Informal Learning in a Predominantly Computer Campus Mistry, Margaret Our campus is a growing metropolitan university that enrolls 7,800 students. It is building a community culture for commuting students despite the absence of informal spaces for congregation, collaboration, and sharing. With community building in mind, two faculty members and several computer engineering students created a Web-based radio station, and this operation’s impact in a highly networked environment has led to the development of a unique campus identity. This paper discusses the cyber technology developed at our campus with the online radio model, its venue, and its mission to develop a mentoring framework for university staff, students, and faculty, with the goal of increasing how we share our research, our academic disciplines, and our university life. This medium is becoming a venue within which faculty and staff from across the campus share their research interests, include students as co-constructors within the learning community, and establish a planet-wide communication link that fosters information sharing, commentary, and topicality within each discipline.Bio: I am a fifth-year doctoral student at the University of Colorado Denver, and my areas of investigation are mentoring, reflective practice, and teacher research. My studies in these areas have led me to the arena of online streaming radio which I see as a robust field for initiating, maintaining, and creating communities of practice, collaboration, and imagination.  I am an Assistant Professor in the College of Computer Engineering, UCCS. My research field is artificial intelligence. My passion is developing areas of inquiry through creating protocols for online communication. Students and I created and developed the iSAMI format. I see it as an opportunity for significant university collaboration and outreach. /papers/ application/x-pdf /papers/ 171 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 11 Imaginative Lessons for the Elementary school Classroom: Caterpillar’s Colour Quest, The Adventure Calder, Tannis The first unit examined will show teachers a way to introduce K-3 students to colour mixing based on the story Caterpillar’s Colour Quest. Participants will have the opportunity to go through an art/science activity central to the unit. Next we will look at a (grade 3- 6) science/writing unit where students become water molecules and set off on a journey to 8 different stations set up around the room that represent different locations where water can be found. Writing opportunities will be discussed after participants complete their own journey as a water molecule. Time permitting, video clips of a (grade 2- 4) Math unit will demonstrate how to imaginatively engage students with the ingenious invention of counting systems and place Value. Through the character of Mita, a mathematical fable recapitulates some the ingenious counting methods that our ancestors invented to make counting large numbers easier over the ages. The video clips show how students are encouraged to help Mita by joining her in her task to devise ever more sophisticated counting systems in order to evade a blood-thirsty monster. All three units are based on Kieran Egan’s Theory of Imaginative Education. The full copies of the activities and units will be given to all participants.Bio: Tannis Calder is a teacher and a dedicated advocate of Imaginative Education. She has worked with the Imaginative Education Research Group since 2002 and is currently the Curriculum Coordinator and developer for the LUCID Project. Tannis often also gives workshops to teachers on the theory and implementation of Imaginative Education. math, place value, colour, color, writing, language arts, water cycle /papers/ application/x-pdf /papers/ 172 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 10 "Vygotsky's Theory of the Creative Imagination: A Quantitative Study of the Influences on Preservice Worst, Stephen Abstract This research investigates whether training in the use of creative thinking skills has an effect on preservice teachers’ creativity. Using preservice teachers as the participants, the experimental design is comprised of pre- and post-test scores (Forms A and B of the Torrance Tests of Creative Thinking), a sample from the population frame, and assignment to 1 of 3 groups. Group 1 receives 3 one-hour training sessions in the use of creative thinking skills that are consistent with Vygotsky’s interpretation of creativity. Group 2 receives 3 one-hour training sessions in general thinking strategies. Group 3 is the control. The study tests Vygotsky’s life-span developmental model of the creative imagination. According to Vygotskian theory, formal schooling and life experience contribute to the richness of one’s imagination, the catalyst for creative activity. From the perspective of teacher education, this key question emerges: Can the creative abilities of preservice teachers be increased through formal instruction in the use of creative thinking skills? Some regard Vygotsky’s theory, only recently introduced in the West, as one of the most comprehensive and intriguing creativity theories in the literature. The need exists, however, to further investigate whether formal schooling can more effectively nurture creative thinking. Bio: The author has examined Vygotsky's theory of the creative imagination within the context of teacher preparation. By improving the capacity of preservice teachers for creative activity, will they tend to nurture creative thinking within their future students? Vygotsky's theory supports the notion that creative capacity can be increased within preservice teachers. This has implications for preparing future teachers. In turn, as teachers assist young learners in using creative thinking skills for approaching various cognitive tasks, teachers are called to provide rich life experiences both in and outside of the classroom in order to enrich learners' imaginations. Creative Thinking; Divergence/Convergence /papers/ application/x-pdf /papers/ 173 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 11 Imagining Media Education in a new way Stewart, Kym As children’s lives become increasingly media-saturated, it becomes crucial to provide students with an imaginative awareness of the impact that media and lifestyle choices have on their physical, emotional and social well-being. Currently, media education programs often lack extensive teacher training, are often loosely defined, under-resourced, and focus on technical training; thus leaving teachers to their own devices to meet the curriculum requirements of the BC Ministry of Education. This project, therefore, sought to provide in-service teacher-training by focusing on how to use Imaginative Education frameworks in the developing of media education lessons. Using the theories of Imaginative Education, we sought to engage students in a reflective adventure in media analysis, rather than a series of fragmented, extrinsically-motivated lessons (Stewart, 2005a; Stewart, 2005b). Using ‘Media-Detectives-in-Training’ narratives, Grade 3 students were provided with situations to hone their detective skills; solving the mysterious case of brands, scoping out obnoxious and sly logos, tracking down the product-placement culprits, going undercover in commercials and developing interviewing skills to create their detective portfolios. Students were assessed using BC-regulated, writing- and reading-assessment methods. They were also assessed on their level of confidence to engage in questioning, analysing, critiquing and debating of their media-saturated environments. We continually sought ways of disrupting the media patterns in the lives of children; the success of the project was based on the students’ enthusiasm and confidence to take up this challenge. Bio: Kym is a PhD student in Education at SFU who is currently focusing on the development and implementation of imaginative media education for elementary classrooms. Her work in Burnaby and a community in Haida Gwaii will provide the basis for research examining transformative, media-education experiences of teachers, students and parents.  Jude is a long-time Burnaby teacher and past president of the Burnaby Primary Teachers Association. She has recently become interested in the use of technology and media in the classroom. She has just completed her Masters Diploma in TLITE (Teaching and Learning in a Technological Environment)at SFU. She has been working on imaginative media education for the past two years. /papers/ application/x-pdf /papers/ 174 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 11 Teaching Is Too Important to Take Seriously! Endres, Scott Educators all across the country are hitting a wall, and every day more good educators lose the passion they had when they started teaching. Teaching Is Too Important to Take Seriously, based on the award winning book of the same name (AATH 2006 Book of the Year www.aath.org), was researched and designed to provide all of us with ways to better handle the pressure and to enhance our student achievement. Using a combination of imaginative group activities, individual work, proven classroom techniques from across the country, and the latest education research, participants will be provided with the motivation, means and imaginative activities to bring laughter into their classrooms, schools and lives. Activities include, but are not limited to; Top 5 Reasons Teaching Stinks Survey, Taking Out the Trash, Laughter Exercise Plan, Emergency Laughter List, and What Do We Do Now? These activities will be presented in both a group and individual forum. They are designed to let participants to take a realistic look at their educational and personal life, and then devise a plan on how to bring more laughter into their classrooms, schools and lives. Few would disagree that the pressures of being an educator have increased over the last 5-10 years. However, while the setting has changed, we have not been given the means or imaginative techniques to deal with these pressures. Come prepared to think a little, cry a little and laugh a lot. Bio: Scott Endres is a 20 year veteran math teacher and author of the 2006 AATH Book of the Year Teaching Is Too Important to Take Seriously! He has taught in middle school through college and has worked with teachers across the country on how to bring humor into their classroom. /papers/ application/x-pdf /papers/ 175 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 10 Does Imagination Have a Place in Learning and Society? McLeod, Tammy In today’s rapidly growing society, technology and the creation of technology is one of the most important factors that will help students be ready for life, which to some is the purpose of education. The hopes of many American students of competing in this society are dashed by the lack of skills, not only computer skills but also thinking skills. Imagination, and activities that promote it, also promote problem solving skills and autonomous thinking. Both these activities are lacking in today’s classrooms, but critical thinking is tested daily. With a few simple activities, classrooms can produce the thinkers and artists of tomorrow and give children back their “Neverland.” According to Albert Einstein (as cited in Friedman, 2006), “Imagination is more important than knowledge.” Teaching children to think creatively and to see the possibilities that lie before them is more important than teaching the facts. Learning facts and information comes with time, but being able to use that information to create new possibilities is something that can be taught if the imagination is engaged and not ignored. Within this paper I will explore the many techniques that will not only help students of today face this global community but also find their passion. Bio: Tammy McLeod is currently living in Grand Prairie, Texas and teaching 6th grade English /Language Arts at Kennedy Middle School. She is also working on her Ph.D in Curriculum and Instruction/Multicultural Education at New Mexico State University. Ms. McLeod is currently working on research in the area of Philosophy for Childern with ESL and Navajo Nation children. Imagination/Society /papers/ application/x-pdf /papers/ 176 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 10 Home Education in Ireland: Thinking beyond the Classroom Byrne-Doran, Jacinta Home Education has been at the centre of many socio political debates in Ireland. Such debates appear to have lost sight of the fact that under The Constitution the parent is the primary educator. The aim of this paper is to generate discussion and debate on the concept of home education as a learning environment for early years. Questions which come to the fore in considering a learning environment include access to such a forum and assessment thereafter of the quality of teaching and educational outcomes; social, emotional and psychological. It is the contention of the author that parents can feel unsupported and disempowered when educating their children outside of the system or the school model as we know it. Thus, access and assessment issues need to be addressed in the context of parents putting into practice their visions of home education. With increasing numbers of parents choosing home education in Ireland more inclusiveness needs to be attained. In view of the fact that “during the first few years of life children probably experience the richest learning environment they will ever encounter” (Thomas 2000: 21) models of collaboration and communication between social, educational, welfare systems and parents need to be established. Bio: A registered Counselling Psychologist and lecturer in psychology at Waterford Institute of Technology Ireland. I am programme leader on BA(Hons) in Early Childhood Care and Education which had its first intake of students in 2006. Previous to this position I was involved in the training of social care workers at Waterford Institute of Technology and independent training in leadership, supervisory and management skills and career guidance and counselling. I am presently undertaking a structured Doctorate in Social Sciences through distance learning with The University of Leicester in the United Kingdom which I aim to complete in 2008. /papers/ application/x-pdf /papers/ 177 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 13 Imaginative Teacher Education - why save the good stuff for the kids? Sorin, Reesa While the notion of "andragogy" (Knowles, 1984) positions adult learners as self-directed and intrinsically motivated, coming to learning situations with a wealth of experiences and resources, teacher education in Australia is still greatly bound by the need to convey large amounts of information (deemed important by lecturers) quickly and economically to as many preservice teachers as possible. In recent years, based on the Reggio Emilia approach to early childhood education, children have been repositioned as agentic, actively participating in their learning and development. Child and teacher have become co-constructors, negotiating the direction, content and assessment of learning “The child is not a passive recipient of knowledge from the teacher, nor is the teacher a model or expert of knowledge: together, they are participants in joint problem solving, sharing information and responsibility” (Hill, Stremmel & Fu, 2005, p.16). As a teacher educator, this seemed to be a conflict. On the one hand, I advocate for child learners to have a voice in their learning. Yet while I recognised how much adults bring in the way of experience and motivation to the learning situation, by traditional lecture and tutorial teaching I was neither allowing them their voices nor modelling what I advocated. Beginning in 2005, I took a different approach to teacher education. I introduced Negotiated Curriculum in a third year Early Childhood subject. Preservice teachers were given the opportunity to think about, propose and negotiate subject content, mode of delivery and assessment. For nearly all class members, this was an entirely new experience; one that was both challenging and confrontational. This paper follows the process through the eyes of a group of preservice teachers and through my own reflections. Data were collected at the beginning of the subject, during the subject and at subject completion. Further data were collected in 2006, six months after subject completion, and early in 2007 as this cohort begin their teaching careers. Bio: Reesa Sorin, PhD, is Coordinator of Early Childhood Education and Arts Education at James Cook University, Cairns, Australia. Her research interests include conceptualisations of childhood, emotional literacy, student mobility, online learning communities and teacher education. A graduate of the Universities of Winnipeg and Manitoba, and Toronto Teachers College, she completed a Master of Arts (Honours) and PhD in Wollongong, Australia and now lives and works in Cairns. Negotiated Curriculum /papers/ application/x-pdf /papers/ 179 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 10 David Hume’s Philosophy of Education: The Transformation of Imagination Takaya, Keiichi For Hume, imagination is originally (i.e. when a baby is born) a simple mechanism of the association of ideas which takes place in the mind, and he in turn considers the mind as something like a theatre which, again originally, does not have any function of its own. However, in the course of the development, the imagination, as well as the mind, is transformed into the highest psychological function of the subject – the source of the reflective, creative, aesthetic, and moral aspect of human beings. While education is not his primary philosophical concern, his idea of imagination, when placed in the broader context of his philosophical project, gives a unique picture of what education should achieve and how it may happen.Bio: Keiichi Takaya received his Ph.D. from Simon Fraser University in 2004. His research interest is in the philosophical and historical foundations of education. He is a research associate of the Imaginative Education Research Group, and is currently teaching English and education in Japanese universities, including the International Christian University and Tokyo Women's Medical University. /papers/393efd85c60cbb4839be4f4e40e0.pdf application/x-pdf /papers/ 180 (2007) 5th International Conference on Imagination and Education (2007) 5th International Conference on Imagination and Education 15 Imagining a Democratic Classroom: Putting Dewey into Practice MacMath, Sheryl Should the school classroom be a democracy? To even begin answering this question, educators must first be able to imagine what a democratic classroom would look like. Utilizing the critical 20th century view of democracy as a transformative social tool, this paper integrates research literature pertaining to both theory and practice to imagine how Dewey’s democratic dispositions could be enacted. These principles of equality, intelligent judgment and action, and working together provide a framework for illustrating the possibilities inherent in democratic pedagogy. These possibilities make traditional assumptions regarding student voice, student decision-making, curriculum-making, assessment practices, and conflict resolution problematic. Through this examination, a key question emerges: do we have teachers empowered enough to enact a democratic pedagogy? Equality in the classroom requires that the teacher’s voice be equal to that of students, but even more challenging, equal to that of the curriculum, the textbooks, and the administration. Critical to the discussion of democratic classrooms is recognizing the need for teacher empowerment. As we begin to realize that teacher voice becomes a precursor for student voice, what knowledge, skills, and attitudes do teachers need to be able to assume an