Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students’ creativity. Fostering Imagination in Higher Education tells four ethnographic stories from physics, history, finance and pharmaceutical science courses, analytically observing the strategies educators use to encourage their students’ imagination, and detailing how students experience learning when it is focussed on engaging their imagination. The highly original study is framed by Ricoeur’s work on different forms of imagination (reproductive and productive or generative). It links imaginative thinking to cognitive science and philosophy, in particular the work of Clark, Dennett and Polanyi, and to the mediating role of disciplinary concepts and social-cultural practices. The author’s discussion of models, graphs, strategies and artefacts as tools for taking learners’ thinking forward has much to offer understandings of pedagogy in higher education. Students in these case studies learned to create themselves as knowledge producers and professionals. It positioned them to experience actively the constructed nature of the knowledge and processes they were learning to use – and the continuing potential of knowledge to be remade in the future. This is what makes imaginative thinking elemental to the goals of higher education.
What did women from the Ipswich area have to do with getting the vote? Surely it was only in London that suffragettes chained themselves to railings, held enormous processions, went to prison, and burnt down buildings. But women were also making their voice heard in towns and villages across Britain. This book shows how much women in and around Ipswich were involved, right up to the outbreak of the First World War. In the face of great opposition, persistent heckling and even physical violence, these women held meetings, fairs and put on suffrage plays. Controversially, they shut themselves in to avoid the census and resisted tax. At a time when women had very little power inside or outside the home, it is the story of how ordinary women supported each other to demand a say in the affairs of this country.
Australian Autobiographical Narratives Volume 2 and its partner Volume 1 provide researchers with detailed annotations of published Australian autobiographical writing. Both volumes are a rich resource of the European settlement of Australia. Theis selection concentrates on the post-gold rush period, providing portraits of 533 individuals, from amateur explorers to politicians, from pioneer settlers to sportsmen. Like Volume 1, it offers an intimate and absorbing insight into nineteenth-century Australia.
Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students’ creativity. Fostering Imagination in Higher Education tells four ethnographic stories from physics, history, finance and pharmaceutical science courses, analytically observing the strategies educators use to encourage their students’ imagination, and detailing how students experience learning when it is focussed on engaging their imagination. The highly original study is framed by Ricoeur’s work on different forms of imagination (reproductive and productive or generative). It links imaginative thinking to cognitive science and philosophy, in particular the work of Clark, Dennett and Polanyi, and to the mediating role of disciplinary concepts and social-cultural practices. The author’s discussion of models, graphs, strategies and artefacts as tools for taking learners’ thinking forward has much to offer understandings of pedagogy in higher education. Students in these case studies learned to create themselves as knowledge producers and professionals. It positioned them to experience actively the constructed nature of the knowledge and processes they were learning to use – and the continuing potential of knowledge to be remade in the future. This is what makes imaginative thinking elemental to the goals of higher education.
Are you ready for more peace, hope, purpose, and JOY? You must become intimately acquainted with your trials and tribulations if you are going to have a say in how you interact with them. Take this remarkable journey through cancer, betrayal, abandonment, and more. Be prepared to challenge your thoughts on adversity and shift your perspective on life's most complicated seasons. God has a plan for YOUR story, and when you get real about suffering, you are free to experience a joy that is impossible to contain and easy to share. Are you ready to increase your joy quotient, experience more peace, and become excited about your purpose? Are you prepared to choose hope, take a leap of faith, and make room for joy? Say, "Yes!" It may not be easy or comfortable, but it will be worth it.
Jamie Rasmussen's HOW JOYFUL PEOPLE THINK is an exegetical study on Philippians 4:8. If you enjoy exegesis-style books, then you will enjoy his book. Rasmussen takes each part of Philippians 4:8 and helps us understand it in context as well to understand each point individually. He uses this passage to illustrate that if we "think on these things," we will be a more joyful people. Since I study joy, I enjoyed Rasmussen's study. I'm not a big fan of exegetical studies, but HOW JOYFUL PEOPLE THINK was definitely worth reading (listening to: )).
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