The second ‘What LiDKids Say!’ video. LiDKids share their feelings and thoughts on their LiD topic. Visit the Learning in Depth website to take a look. Enjoy!
Science & Education journal has recently published a book review of Wonder-full Education: The Centrality of Wonder
in Teaching and Learning Across the Curriculum, edited by Kieran Egan, Annabella Cant and Gillian Judson.
D. Koliopoulos (&) Department of Educational Sciences and Early Childhood Education, University of Patras, Patras,
News & Updates – November 2014
IERG News & Updates is our way to keep you informed about activities of the IERG, examples of Imaginative Education in action, interviews with practitioners, as well as short pieces giving in-depth insights into various aspects and programs of the Imaginative Education Research Group.
We welcome your feedback, and as always, please feel free to share this with your colleagues and students, so that everyone can stay connected.
20 educators visited the IERG from Taiwan in October. The IERG has been involved with the Taiwanese project Program of Futures Imagination and Creativity in Education, which is funded by the Taiwanese Ministry of Education. The program is headed by Dr. I-heng Chen, Director of the Asia Pacific Human Resources Management (HRM) Research Center. Our energetic and impressive visitors spent the first 2 days of their stay, from Oct. 14 to 17th, in workshops learning about Imaginative Education in theory and practice. They then visited schools where imaginative educators demonstrated IE in action and where quite varied IE programs are being implemented—thank you Dario Demetlika, Pam Hagen, Jonathan Sclater, Stephanie Boileau, and Hannah Myles!—the teachers who demonstrated IE in action with their classes. It was inspiring to us as well as to the Taiwanese visitors. One day was also spent on the Learning in Depth Program—introducing the program for some but also providing support for those already doing LiD in Taiwan.
Dr. Amber Yun-Ping Lee wrote, in response to the picture below, “It showed how happy and grateful we were during our stay in Vancouver last week.” The picture shows, standing at the rear, the Taiwanese visitors and in the front a small group of the children of Division 2 of Westwood school. Their teacher and our host for the visit was Dr. Pamela Hagen, crouched near the front right of the picture. Our grateful thanks to her!
By: Roland M. Schulz
This book presents a “philosophy of science education” as a research field as well as its value for curriculum, instruction and teacher pedagogy.
It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several “reform waves” has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher’s pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind—about the subject, about education, about one’s personal teacher identity.
Abstract. Preface. Acknowledgments. Introduction: Philosophical Perspectives on Science Education. Chapter 1: Defining the Identity of the Philosophy of Science Education: Surveying the Terrain. Chapter 2: Science Education Reform and the Need for Philosophy of Science: Education and Educational Theory. Chapter 3: Philosophy of Science Education and Kieran Egan’s Educational Metatheory. Chapter 4: Philosophy of Science Education, Epistemology, and Nature of Science (NoS). Chapter 5: Philosophy of Science Education and Nature of Language. Chapter 6: Conclusion. References. About the Author.
See our new book: Wonder-Full Education: The Centrality of Wonder in Teaching and Learning Across the Curriculum Hardcover Edited by Annabella I. Cant, & Gillian Judson. Just published by Routledge.
William E. Doll, Jr. Louisiana State University, welcomed the book by writing (on the cover) “On the cutting edge of books adopting an international perspective . . . Th multicultural perspective is valuable for curriculum scholars and teaches the world over. This book is revolutionary in the best sense of that word.”
Paul Ernest, University of Exeter, UK, wrote: “A novel, timely, and worthwhile book—full of wonder in itself. It is a manifesto for bringing awe and wonder back to education—and illuminating the poetic and inspirational in all subjects. A valuable and original addition to the literature, it will appeal to both beginning teachers and experienced researchers.”
On Amazon, Robert Bishop, on September 25, 2014, wrote:
“This book does not present a program or a new curriculum but proposes a wonderful paradigm transformation.This is one of the most scholarly books on this topic you can buy. It will change your thinking and may start a revolution in our educational system. This book does not present a program or a new curriculum but proposes a wonderful paradigm transformation.”
The publisher’s description of the book:
“For many children much of the time their experience in classrooms can be rather dull, and yet the world the school is supposed to initiate children into is full of wonder. This book offers a rich understanding of the nature and roles of wonder in general and provides multiple suggestions for to how to revive wonder in adults (teachers and curriculum makers) and how to keep it alive in children. Its aim is to show that adequate education needs to take seriously the task of evoking wonder about the content of the curriculum and to show how this can routinely be done in everyday classrooms. The authors do not wax flowery; they present strong arguments based on either research or precisely described experience, and demonstrate how this argument can be seen to work itself out in daily practice. The emphasis is not on ways of evoking wonder that might require virtuoso teaching, but rather on how wonder can be evoked about the everyday features of the math or science or social studies curriculum in regular classrooms.”
The nature of wonder and its educational uses
Our Hearts Leap Up: Awakening Wonder within the Classroom. Laura Piersol
Wow! What if? So what? Education and the imagination of wonder: Fascination, possibilities and opportunities missed. Dave Trotman
Reclaiming the Value of Wonder in Science Education. Yannis Hadzigeorgiou
Wondering about wonder in mathematics. Dov Zazkis and Rina Zazkis
Engaging wonder in everyday classrooms
Opportunity to teach: The joy of teaching what you know deeply, find fascinating, and want to share. David C. Berliner
Renewing the sense of wonder in the minds of high school and college students. Keiichi Takaya
From “unknown questions” begins a wonderful education: Kyozai-Kaishaku and the dialogic classroom. Kiyotaka Miyazaki
The talking table: sharing wonder in early childhood education. Fleur Griffiths
The Upside Down Picnic Table: The Wonder of Learning through Improvisational Play. Lynn Fels
III. Dimensions of educational wonder
Wonder, awe and teaching techniques. Kieran Egan
Wonder for Sale. Annabella Cant
An Educational Leadership Perspective: managing and revealing the DNA of wonder in teaching and learning. Di Fleming
The keys to wonder-rich Science Learning. Lynne Bianchi
Creative Imagination in Play- Worlds: Wonder-Full Early Childhood Education in Finland and the United States. Pentti Hakkarainen & Beth Ferholt
Wonder as a gateway experience. Thomas W Nielsen & Bronwen Haralambous
About the Authors
On Amazon, Robert Bishop, on September 25, 2014, wrote:
September 25, 2014
This is one of the most scholarly books on this topic you can buy. It will change your thinking and may start a revolution in our educational system. This book does not present a program or a new curriculum but proposes a wonderful paradigm transformation.
IERG News & Updates is full of information about activities of the IERG, examples of Imaginative Education in action, interviews with practitioners, as well as short pieces giving in-depth insights into various aspects of Imaginative Education.
Enjoy the issue and please come back for our next issue in a few weeks time.
If you would like to submit items to the newsletter or if you are interested in becoming a contributor to the website, please contact us.
We welcome suggestions of how both the website and newsletter can be further improved. As always, feel free to share this with your colleagues and students, so that everyone can stay connected.
2014 has been a great year for LiD so far, as it spreads increasingly around the galaxy, becoming a staple of the curriculum in more and more schools. Since our last Newsletter, we have had additional schools take on the program in Chile, England, Australia, Ireland, U.S.A. and Canada, and no doubt other places we have not yet heard from.
Meet some of our IERG members
The IERG contains thousands of members around the world who are involved in many different dimensions of education. We have administrators of schools and school districts, teachers of children in pre-school through secondary school, teachers in alternative school settings, professors and researchers in colleges and universities, undergraduate and graduate students, parents, and book publishers—who have I forgotten?
In this edition of the IERG News we hope to create some discussion among our members in relation to a topic of shared interest. The question we are posing is this:
How can imagination address a challenge or problem you experience in your educational work?
You can read here the responses from IERG members living around the planet. We invite you to engage in dialogue with them by leaving a reply.