Articles and Books
Here we provide resources that can support imaginative education. You will find descriptions of some books and articles that give the theoretical background for our approach and examples of its practical applications.
The Educated Mind: How cognitive tools shape our understanding.
“Kieran Egan has one of the most original, penetrating, and capacious minds in education today. This book provides the best introduction to his important body of work.”
—Howard Gardner, author of Frames of Mind ,Multiple Intelligences: The Theory in Practice , etc.
*Translations available in Japanese, Spanish, Danish, Portuguese, Hebrew, Italian, Turkish, Russian, Greek, Swedish.
An imaginative approach to teaching
“As we come to expect from Kieran Egan, this book is imaginative, engaging, wise, and practical. A terrific resource for teachers at every level.”
—Nel Noddings, author, Happiness and Education and Lee Jacks Professor of Education Emerita, Stanford University.
*Translations available in Romanian, Japanese, Indonesian, and Korean.
The Future of Education
The Future of Education” is on the ROROTOKO list of cutting-edge intellectual nonfiction
See also the interview with Egan about the book on that page.
“Kieran Egan is one of the most original ”big picture” thinkers in education. I always read what he writes. In his latest book, Egan critiques both traditional and progressive education and puts forth his own provocative ideas on how change might be implemented.”
—Howard Gardner, Harvard University, author of Five Minds for the Future and Multiple Intelligences.
* 2011 Outstanding Book Award American Association of Colleges for Teacher Education.
Egan, K. Whole school projects; Invigorating learning and building community (in press–New York: Teachers College Press).
Judson, G. Engaging imagination in ecological education: A practical guide for teachers. Vancouver, B.C.: Pacific Educational Press.
Egan K., Cant A., & Judson, G. (eds.) (2013). Wonder-full Education: The centrality of wonder in teaching and learning across the curriculum. New York: Routledge.
Egan, K. (2011). Individual development and the curriculum. London: Routledge. (Re-issue of a book first published in 1979 as Educational Development then revised and republished
Egan, K. (2011). Learning in depth: A simple innovation that can transform schooling. Chicago: University of Chicago Press. ***Translations available in Turkish and Vietnamese.
Egan, K. (2011). Primary understanding: Education in early childhood. London: Routledge. (Re-issue of book first published in 1988.) ***Translations available in Spanish and Portuguese
Egan, K. & Madej, K. (Eds.) (2010). Engaging imaginations and developing creativity.
Newcastle upon Tyne, U.K.: Cambridge Scholars Publishing.
Judson, G. (2010). A New Approach to Ecological Education: Engaging students’ imaginations in their world. New York: Peter Lang.
Nielsen, T., Fitzgerald, R. & Fettes, M. (2010). (Eds.). Imagination in educationaltheory and practice: A many-sided vision. Newcastle: Cambridge Scholars Publishing
Strike, K. & Egan, K. (2010) Ethics and educational policy. London: Routledge. (Reprint of book first published in 1978.)
Blenkinsop, S. (2009). (Ed.) The imagination in education: Extending the boundaries in theory and practice. Newcastle upon Tyne: Cambridge Scholars Press.
Egan, K. (2007). Teaching literacy: Engaging the imagination of new readers and writers. Thousand Oaks, CA: Corwin Press.
Egan, K. (2008). The future of education: Reimagining our schools from the ground up. New Haven: Yale University Press.
Egan, K., Stout, M., & Takaya, K. (Eds.) (2007). Teaching and learning outside the box: Inspiring imagination across the curriculum. New York: Teachers College Press & London, Ontario: Althouse Press.
Teaching as Story Telling
“Egan’s book makes the reader look anew at what is too often taken for granted about the ways in which children learn . . . I am very impressed by the practicality of his introduction of the use of the story-forms in curriculum for young children. His model is fascinating, and its various possibilities in a range of fields makes it worth a good look by many kinds of teachers.” Maxine Greene, Teachers’ College, Columbia Univeristy.
Book cover, Chicago University Press edition
Imagination in Teaching and Learning
This book describes “strategies for animating even the most outwardly prosaic of lessons. His prescribed transfusion of imagination into . . .classroom education comes practically packaged and lucidly labelled, with a nice balance between scholarly exposition and constructive suggestion–and lightened by flashes of wit.” Alan Klottrup, Journal of Curriculum Studies.
Cant, A. (1999). Using fantasy to enhance young children’s development and education. Unpublished Masters Thesis. Simon Fraser University, Burnaby, B.C., Canada.
Chodakowski, A. (2009). Teaching made wonderful: Redesigning teacher education with imagination in mind. Unpublished PhD Thesis. Simon Fraser University, Burnaby, B.C., Canada.
Judson, G. (2008). Imaginative ecological education. Unpublished PhD Thesis. Simon Fraser University, Burnaby, B.C., Canada.
McKellar, R. (2006) Opening the doors to dreamland: Developing literacy and engagement through Imaginative Education. Unpublished PhD Thesis. Simon Fraser University, Burnaby, B.C., Canada.
Schulz, R. (2010) On the way to a philosophy of science Unpublished PhD Thesis.Simon Fraser University, Burnaby, B.C., Canada.
Blenkinsop, S. Four slogans for cultural change: An evolving place-based, imaginative, and ecological learning experience. Journal of Moral Education.
Blenkinsop, S. Six actions we can take towards a more ecological, holistic and imaginative education. International Journal of Holistic Education.
Fettes. M. Orality for all: An imaginative place-based approach to oral language development. Language Awareness.
Derby, M., Blenkinsop, S., Telford, J., Piersol, L. & Caulkins, M. (2013). Toward Resonant, Imaginative Experiences in Ecological and Democratic Education. A Response to “Imagination and Experience: An Integrative Framework”. Democracy and Education, 21 (2):1-5.
Egan, K. (2013). Plato coming back: A reflection. Professional Educator (Journal of the Australian College of Educators). 12 (5), 8-11.
Egan, K. & Judson, G. (2013). The development of early understanding. Educational Echoes, 88 (1), 48-50. (Israeli Journal, published in Hebrew.)
Egan, K. & Judson, G. (2013). Imagination, cognitive tools, and reluctant learners. Reflections. (Journal of the Manitoba ASCD). 13, pp. 20 -29.
Judson, G. & Egan, K. (2013). An imaginative approach to teaching history. Antistasis, 3 (1), 9-11.
Judson, G. & Egan, K. (2013). Engaging students’ imaginations in second language learning. Studies in Second Language Learning and Teaching. Special Issue: The role of imagination in language learning. 13 (3), pp. 343-356.
Egan, K. (2012). If you are headed in the wrong direction, walking faster with improved style won’t help you. Canadian Association of Principals Journal, Summer, pp. 9-12.
Egan, K. (2012). Learning in Depth. Canadian Association of Principals Journal, Summer, pp. 16-19.
Egan, K. & Judson, G. (2012). Imagination, cognitive tools, and reluctant learners. Praxis Educative, 16 (2), pp. 9-18. (Spanish Title: Imaginación, herramientas cognitivas y alumnus renuentes)
Judson, G. (2012). Engaging emotions and imaginations in learning: A cognitive tools approach. Canadian Association of Principals Journal, Summer 2012, pp. 26-27.
Judson, G. (2012). Engaging students’ imaginations in their world: Some features of imaginative ecological education. Canadian Association of Principals Journal, Summer 2012, pp. 13-15
Judson, G. & Egan, K. (2012). Elliot Eisner’s imagination and learning. Journal of Curriculum and Pedagogy. 9 (1), 38-41.
Hadzigeorgiou, Y., Fokialis, P., & Kabouropoulou, M. (2012). Thinking about creativity in science education, Creative Education, 3(5), 603-611.
Blenkinsop, S. (2011). Integrated curricula and cultural change: A question of why? Pathways: The Ontario Journal of Outdoor Education, Fall 2011, 24 (1), 21-24.
Fettes, M. (2011). Review of Pádraig Hogan. The new significance of learning:Imagination’s heartwork. Studies in Philosophy and Education, 30 (3), pp. 315-321.
Fettes. M. (2011). Senses and sensibilities: Educating the somatic imagination. Journal of Curriculum Theorizing 27(2), 114-129.
Fettes, M. & Judson, G. (2011) Imagination and the cognitive tools of place-making. Journal of Environmental Education, 42 (2), pp. 123-135.
Hadzigeorgiou, Y. (2011). Fostering a sense of wonder in the science classroom. Research in Science Education.
Hadzigeorgiou Y., Klassen, S., & Froese-Klassen, C. (2011). Encouraging a ‘romantic understanding’ of science: The effect of the Tesla Story. Science & Education.
Judson, G. & Egan, K. (2011). Distinctive features of ‘Imaginative Education.’ In Clyde Coreil (Ed.) The ‘X’ Point: Where imagination is lost. New Jersey: New Jersey
Blenkinsop, S. & Judson, G. (2010). Storying environmental education. CanadianJournal of Environmental Education, 15 (1), 170-184.
Cant, A. (2010). Supporting children’s creativity through music, dance, drama and art. In F. Griffiths (Ed.) Creative conversations in the early years.
David Fulton Publishing & Routledge Education Publishing, UK.
Chodakowski, A., Egan, K., Judson, G., & Stewart, K. (2010). Some neglected components of teacher education programs. In Craig, C. (Ed.), Cultivating curious and creative minds! Lanham, MD: Rowman and Littlefield.
Egan, K. (2010). Imaginative Education: The tools of engagement. Centre for Strategic Education: Melbourne. Seminar Series # 195.
Egan, K. (2010). Attention to wonder. In R. Lake (Ed.) Dear Maxine: Letters from anunfinished conversation with Maxine Greene. New York: Teachers College Press, pp.131-132.
Egan, K. (2010). Culture, imagination, and the development of the mind. In T.
Nielsen, R. Fitzgerald, & M. Fettes (Eds.), Imagination in educational theory and practice: A many-sided vision (pp. 21-41). Newcastle, UK: Cambridge Scholars Publishing.
Fettes. M., Nielsen, T.W., Haralambous, B., & Fitzgerald, R. (2010). Imagination and education: a many-sided vision. In Nielsen, T.W., Fitzgerald, R. & Fettes, M. (Eds.) Imagination in Educational Theory and Practice: A Many-sided Vision, pp. 1-20. Newcastle: Cambridge Scholars.
Fettes, M. (2010). The TIEs that bind: How imagination grasps the world. In Egan, K. & Madej, K. (Eds.) Engaging Imagination and Developing Creativity in Education, pp. 2-16. Newcastle: Cambridge Scholars.
Hadzigeorgiou, Y. & Garganourakis, V (2010). Using Nikola Tesla’s life and experiments as presented in the film “The Prestige” to promote scientific inquiry. Interchange, 41, 4, 363-378.
Hadzigeorgiou et. al. (2010). Teaching about the importance of trees: A study withyoung children. Environmental Education Research, 17, 519-536.
Judson, G. (2010). Imaginative Ecological Education. In T. Nielson, R. Fitzgerald, &M. Fettes (Eds.), Imagination in educational theory and practice: A many-sided vision (pp. 272-292). Newcastle, UK: Cambridge Scholars Publishing.
Judson, G. (2010). Imagination in mind: Educating for ecological literacy. SeminarSeries Paper 198 (September 2010). Melbourne: Centre for Strategic Education.
Stewart, K. (2010). Mouse woman and the mischief makers: Media education in a spirit of imagination. In T. Nielsen, R.
Fitzgerald & M. Fettes (Eds). Imagination in educational theory and practice: A many-sided vision (pp. 284 303). Newcastle, UK: Cambridge Scholars Publishing.
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Anne Chodakowski & Kieran Egan
Kieran Egan & Natalia Gajdamaschko
Marcia McKenzie & Mark Fettes
R. J. McKellar
R. J. McKellar
Opening the doors to dreamland: Literacy and the Educated Imagination