Inaug.-diss.--Münich. / Lebenslauf. "Literaturverzeichnis": p. i-xiv.

Thesis (Ph. D.)--University of Chicago, 1910. / "Published as a monograph supplement no. 58 of the Psychological review, 1912." Bibliography: p. [163]-169.

The imagination is a concept in educational thought that has proven time-tested like few other educational ideas. What attracts so many educators to the imagination continues to be its associations with individuality, creativity, empathy, and social transformation. These associations are the direct legacy of the Romantic revolution in aesthetics, philosophy, and religion. It is difficult, if not impossible, to separate this Romantic legacy from current use of the imagination in educational thought. There is, however, a deep tension in the use of the imagination in education discourse — the imagination, for Romantic poets such as Wordsworth, Coleridge, Shelley, and Blake was strongly positioned against pre-Romantic understandings of mind, morality, and poetry. Thinkers seeking to bring the Romantic imagination into theories of schooling have wrestled with these Romantic associations with varying degrees of success. While many educators still believe that imagination is generally a good thing and ought to be a focus of educational effort, the purpose of such effort is no longer as clear as it was for the Romantics. Why should we educate for imagination? How should children "use" their imaginations and for what ends? These are questions that are often addressed in passing in educational discourse or assumed to need no answer at all. What needs to be reconstructed, I believe, is a sense of what is at stake in the education of what we have called the "imagination".

Inaug.-diss.--Münich. / Lebenslauf. "Literaturverzeichnis": p. i-xiv.

Thesis (Ph. D.)--Columbia University, 1898. / Published also in the Psychological review. Monograph supplements. v. 2, no. 3.

Thesis (M.T.S.)--Catholic Theological Union, 1986. / Includes bibliographical references (leaves 116-118).

The imagination is a concept in educational thought that has proven time-tested like few other educational ideas. What attracts so many educators to the imagination continues to be its associations with individuality, creativity, empathy, and social transformation. These associations are the direct legacy of the Romantic revolution in aesthetics, philosophy, and religion. It is difficult, if not impossible, to separate this Romantic legacy from current use of the imagination in educational thought. There is, however, a deep tension in the use of the imagination in education discourse — the imagination, for Romantic poets such as Wordsworth, Coleridge, Shelley, and Blake was strongly positioned against pre-Romantic understandings of mind, morality, and poetry. Thinkers seeking to bring the Romantic imagination into theories of schooling have wrestled with these Romantic associations with varying degrees of success. While many educators still believe that imagination is generally a good thing and ought to be a focus of educational effort, the purpose of such effort is no longer as clear as it was for the Romantics. Why should we educate for imagination? How should children "use" their imaginations and for what ends? These are questions that are often addressed in passing in educational discourse or assumed to need no answer at all. What needs to be reconstructed, I believe, is a sense of what is at stake in the education of what we have called the "imagination". / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 152-158).

Zugl.: Bonn, Univ., Diss., 2005

Thesis (M.A.)--Brandeis University, 2009. / Title from PDF title page (viewed on May 29, 2009). Includes bibliographical references.