000			02142nam a22001817a 4500
999			_c37314 _d37314
020			_a9780367591045
082			_a370.118 _bWHI-F
100			_aWhitton, Joy _eAuthor
245			_aFostering Imagination in Higher Education : _bdiscipline and professional practices / _cJoy Whitton
260			_aNew York : _bRoutledge, _c2018.
300			_axiv, 228p.
440			_aRoutledge Research in Higher Education
500			_aIncludes Index
520			_a"Fostering Imagination in Higher Education" is a book that investigates the role of imagination in teaching and learning in non-arts disciplines, arguing that imagination and creative teaching approaches are essential across all higher education fields. The book presents four ethnographic stories from physics, history, finance, and pharmaceutical science courses, where educators employ various strategies to encourage their students' imagination, and examines how students experience learning when it focuses on engaging their imagination. The study is framed by Ricoeur's work on different forms of imagination, linking imaginative thinking to cognitive science, philosophy, disciplinary concepts, and social-cultural practices. The book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students' creativity. However, by fostering imagination, students can learn to create themselves as knowledge producers and professionals, actively experiencing the constructed nature of the knowledge and processes they are learning to use. The book suggests that models, graphs, strategies, and artifacts are tools that can help take learners' thinking forward and offer new understandings of pedagogy in higher education. Overall, the book argues that imaginative thinking is elemental to the goals of higher education, regardless of discipline, and highlights the importance of encouraging creativity in students to produce new knowledge and explore the continuing potential of knowledge to be remade in the future.
546			_aEnglish
650			_aHigher Education. _vCreative Teaching. _xPedagogy
942			_2ddc _cBK