Imaginative Teaching Metapractice

Incorporate the perspective of imaginative teaching into your reflective practice for better pedagogical development

Take the Imaginative Teaching Test below to see how what kinds of approaches to imaginative teaching and learning you prefer …

Mythic : Romantic : Philosophic : Ironic

The Test and Guide will enable you to think about …

What  are your personal preferences for imaginative teaching as an adult learner?

How you can appreciate different uses of language for educational purposes: oral language, writing, theoretic writing, reflexive writing?

How can you enhance your own academic writing in higher education?

How can you utilise imaginative teaching resources in your practice to engage learners?

How could you include all four kinds of understanding in one framework?

P4T Metatheory: reconciling and balancing competing values in the field of practice

Take the Imaginative Teaching Test

A quick guide to the typology, online test, interpreting your results and developing practice

Imaginative Teaching Metapractice Dr Tim Saunders P4T : Philosophy for Teachers : p4t.org.uk. Aims 1. Know yourself better in terms of 4 layers of Imaginative Teaching – take a test as a quick way in 2. Personalise theory better – self-author your own approach to Imaginative Teaching in a way that can be articulated for academic and professional purposes 3. Develop better practice – how you can develop your practice through Imaginative Teaching 4. Teach imaginatively for a better world! Metatheory : P4T Map 4Ps of Personal, Pedagogical, Professional and Planetary Development. Metatheory : P4T Map The focal practice of Imaginative Teaching as part of pedagogical development. Kieran Egan Egan, K. (1997) The Educated Mind. How Cognitive Tools Shape Our Understanding. Chicago: University of Chicago Press Source of the P4T Imaginative Teaching Typology. My preferred approach to learning is through … A Dramatic and imaginative stories B Amazing discoveries and real-life achievements C Abstract ideas and complex processes D Alternative explanations and multiple perspectives What’s your own preferred imaginative approach to learning as an adult? Imaginative Teaching 1 Know Yourself 1 Minute Task: As an adult learner which of the following do you prefer when you are learning best from a teacher? Put them in order of 1st 2nd 3rd & 4th choice. My preferred approach to learning is through … Imaginative teaching/kind of Understanding A Dramatic and imaginative stories Mythic B Amazing discoveries and real-life achievements Romantic C Abstract ideas and complex processes Philosophic D Alternative explanations and multiple perspectives Ironic What’s your own preferred imaginative approach to learning as an adult? Imaginative Teaching 1 Know Yourself 1 Minute Task: On your preference list make a note of the terms used to define the different layers of imaginative teaching. Kieran Egan also names these ‘kinds of understanding.’ A Characteristics of Mythic Imaginative Teaching 1 I learn well through Story, appreciating how narrative helps me make sense of information and knowledge 2 I learn well through Metaphor, enabling me to imaginatively see one thing in terms of another 3 I learn well through Binary opposites, exploring and organising knowledge in terms of two contrasting abstract concepts e.g. good/bad; true/false; love/hate, oppressive/emancipatory etc 4 I learn well through Rhyme, rhythm, and pattern appreciating how they give meaningful, memorable, and attractive shape to any content 5 I learn well through Places, physically and imaginatively embedded in the natural world around me Which elements of Mythic Imaginative Teaching do you appreciate? Imaginative Teaching 1 Know Yourself 5 Minutes Task: Reflect on the cognitive tools of Mythic imaginative teaching and tick any which help to engage your interest and learn new knowledge. A Characteristics of Romantic Imaginative Teaching 1 I learn well through exploring the Limits of Reality apart from and beyond myself, fascinated by extremes of experience, attracted to discovering what’s exotic and strange 2 I learn well through Associating with the Heroic, gaining a better sense of reality by discovering how people and things have heroically met the challenges of life and threats to their existence 3 I learn well through a Sense of Wonder, focussing on special and unique aspects of the world around me and within me, leading me into deeper inquiry (“I wonder why . . .”) 4 I learn well through connecting Knowledge and human meaning, going beyond the surface of any knowledge to its emotional source in human lives and making sense of the purpose of things 5 I learn well through Changing the context, enabling the imagination to grasp the richer meaning of any topic beyond the sterile classroom e.g. through drama or role-play Which elements of Romantic Imaginative Teaching do you appreciate? Imaginative Teaching 1 Know Yourself 5 Minutes Task: Reflect on the cognitive tools of Romantic imaginative teaching and tick any which help to engage your interest and learn new knowledge. C Characteristics of Philosophic Imaginative Teaching 1 I learn well through appreciating Abstract Reality, making sense of the world by means of abstract ideas; seeking to understand and control the processes by which nature works 2 I learn well through a Sense of Agency, enabling me to recognize myself in relation to the world via complex historical and social processes, causal chains and networks 3 I learn well by grasping General Ideas and their anomalies, enabling me to generate abstract ideas and theories about nature, society, history, human psychology, and then to recognize their inadequacy, and rebuild them into more complex ideas 4 I learn well through Searching for authority and truth, recognising that it is important to determine which ideas and theories are true and so arrive at an objective view of reality based on secure knowledge 5 I learn well through Meta-narrative, allowing me to order particulars facts, events, ideas and theories into more general philosophies and form emotional associations with them Which elements of Philosophic Imaginative Teaching do you appreciate? Imaginative Teaching 1 Know Yourself 5 Minutes Task: Reflect on the cognitive tools of Philosophic imaginative teaching and tick any which help to engage your interest and learn new knowledge. D Characteristics of Ironic Imaginative Teaching 1 I learn well through Refined reflexiveness, taking on an ironic Socratic stance that asks provocative questions, is sceptical of meta-narratives, committed to critical inquiry and seeks to expose unexamined biases in myself and others 2 I learn well though Contextual interpretation, recognising that inquiry needs to be sensitive to context and involves the participatory understanding of those most affected by it 3 I learn well through Alternative explanation, proactively generating creative alternatives to existing ideas and theories 4 I learn well through Critical affirmation, being both self-critical and affirmative of my own position, perspective and value commitments 5 I learn well though taking Multiple Perspectives, recognising the relativity of diverse viewpoints and guarding against the danger of any becoming reductive (reducing all other theories to its own) Which elements of Ironic Imaginative Teaching do you appreciate? Imaginative Teaching 1 Know Yourself 5 Minutes Task: Reflect on the cognitive tools of Ironic imaginative teaching and tick any which help to engage your interest and learn new knowledge. Imaginative Teaching/ Kinds of Understanding A Mythic B Romantic C Philosophic D Ironic How Accurate Was Your Original List of Preferences? Imaginative Teaching 2 Personalise Theory 5 Minutes Task: In the light of your reflections on A Mythic, B Romantic, C Philosophic and D Ironic approaches to imaginative teaching, to what extent were your original preferences correct? Do you need to revise the order of your preferences? Imaginative Teaching Mode Layer of Development Mode of Language Use A Mythic Approx 3-9 years Oral language B Romantic Approx 8-15 years Written language C Philosophic Approx 14-24 years Theoretic use of language D Ironic Approx 18-25 years plus Reflexive use of language Layers of Development Imaginative Teaching 2 Personalise Theory 5 Minutes Task: Reflect on Kieran Egan’s thesis that the modes of imaginative teaching relate to different layers of learner development via progressively more complex use of language. P4T takes the approach that all are vitally important in education and that an integrative metamodern mindset encourages adults to constructively (re)engage with all four modes. To what extent do you agree that teachers need to be able to both a) learn in each mode themselves, and b) teach others in each mode adapted to the language development of learners? Layers of Development Imaginative Teaching 2 Personalise Theory 20-30 Minutes Task: For your own learning how can you optimize each layer of understanding so that as little of each layer is lost as you progress? Identify 5 priorities for your own development 1. Identify which elements of Philosophic understanding are required by the assignment and plan how you will ensure you meet the philosophic criteria in your writing 2. Identify whether elements of Ironic understanding are required by the assignment and plan how you will ensure you meet any ironic criteria in your writing 3. If you prefer Philosophic and Ironic learning yourself what features of Mythic and Romantic learning would enhance your assignment? 4. If you prefer Mythic and Romantic learning yourself what features of Philosophic writing would enhance your assignment to make it more academic? Apply Your Approach to Imaginative Learning for Academic Purposes Imaginative Teaching 2 Personalise Theory 30 Minutes Task: Utilise your knowledge of imaginative learning to enhance your academic writing. How to be more Philosophic and Ironic to meet the criteria of higher education assignments. In the light of your thinking about Imaginative Teaching how would you argue for or against the P4T hypothesis that: • Ironic understanding is best conceived as a collaborative goal of pedagogical development? • Mythic understanding is best conceived as a caring ground of pedagogical development? • Philosophic understanding is best conceived as giving critical direction to pedagogical development? • Romantic understanding is best conceived as a creative instrument of pedagogical development? Articulate Your Own Personality for Academic / Professional Purposes Imaginative Teaching 2 Personalise Theory Open ended Task: Explore the extent to which you agree with the P4T hypothesis Click to return to p4t.org.uk. Teacher Resources for Developing Practice Imaginative Teaching 3 Develop Practice 60 Minutes – Open ended Task: Utilise the teacher resources for imaginative teaching provided by the Centre of Imaginative Research, Culture and Education. Identify which planning frameworks, Lesson/Unit plans and Teacher tips for the Mythic, Romantic and Philosophic layers of imaginative teaching are most useful to you Click for Planning Frameworks Click for Lesson & Unit Plans Click for Teacher Tips in Imaginative Teaching. 1. My approach to imaginative teaching involves several elements … (summarise 3 or 4 of the five 5 cognitive tools that characterise your approach and explain why these are needed) 2. In my planning I ensure that … For example in a lesson/topic on … I would … (give an example of how imaginative teaching requires an imaginative teaching plan to engage the imagination of learners) 3. In one of my imaginative lessons you would see… (give an example of your imaginative teaching in practice) 4. Sometimes I take a mixed approach and you would also see … (say how and why you might blend in elements of other layers of imaginative teaching) Imaginative Teaching in Practice Imaginative Teaching 3 Develop Practice 30 Minutes Task: Write a summary of your approach to imaginative teaching which is oriented to the needs of the learners you teach. 1. How could you integrate the other practices of Pedagogical Development in P4T with your Imaginative Teaching? Imaginative Teaching in Practice Imaginative Teaching 3 Develop Practice Open ended Task: How could you integrate your Imaginative Teaching into Teaching practice? a) How does Imaginative Teaching enhance Thinking? b) How does Imaginative Teaching enhance Positive Learning? c) How does Imaginative Teaching enhance your approach to Curriculum? 1. How do Imaginative Teaching and the practices of Personal Development mutually enhance one another? Your approach to Mindfulness. Personality. Spirituality. Way of Life? 2. How do Imaginative Teaching and the practices of Professional Development mutually enhance one another? Your Teamworking. Professional Culture. Leadership Styles. Transformative School/University? 3. How do Imaginative Teaching and the practices of Planetary development mutually enhance one another? Your Worldview. Peace work. Political engagement. Civilisational ideals? Imaginative Teaching for a Better World Curriculum 4 Teach for a Better World Open ended Task: Explore how your approach to Imaginative Teaching connects with other dimensions of educational philosophy to create a better world in practice. Please include these references in any academic writing Saunders, T. (2020) P4T Imaginative Teaching Metapractice [Online]. Available at https://www.p4t.org.uk/metapractice/imaginative- teaching/ [Accessed …] Egan, K. (1997) The Educated Mind. How Cognitive Tools Shape Our Understanding. Chicago: University of Chicago Press References. Thank you for joining us in exploring your imaginative teaching preferences in these slides. If you haven’t already visited the P4T (Philosophy for Teachers) website then please click the logo below where you will find further support @ p4t.org.uk in your quest to know yourself, personalise theory, develop practice and teach for a better world! P4T Site

© 2020 Tim Saunders PhD

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