Encyclopedia of the Sciences of Learning

2012 Edition
| Editors: Norbert M. Seel

Imaginative Learning

  • Carolyn A. Maher
  • John M. Francisco
  • Marjory F. Palius
Reference work entry
DOI: https://doi.org/10.1007/978-1-4419-1428-6_1000

Synonyms

Definition

Imaginative learning refers to how learners explore their environments in creative ways. This learning can take place within multiple content areas and contexts, and across all ages. Imaginative learning is an approach to learning that respects the creativity of learners and values motivation that promotes inquiry, investigation, collaboration, experimentation, and personal ownership of ideas and ways of working (Maher 2005). An appreciation for imaginative learning is especially emphasized in the Arts. Writing for the Lincoln Center Institute, Holzer (2007) suggests nine capacities that can be used to characterize imaginative learning. These are noticing deeply, embodying through senses, questioning, making connections, identifying patterns, exhibiting empathy, creating meaning, taking action, and reflecting/assessing (Holzer 2007, p. 5). However, many of these same capacities are present in...

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References

  1. Davis, R. B., & Maher, C. A. (1990). What do we do when we do mathematics? In R. B. Davis, C. A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (Journal for Research in Mathematics Education Monograph, Vol. 4, pp. 65–78). Reston: National Council of Teachers of Mathematics.Google Scholar
  2. Dewey, J. (1938). Experience and education. New York: Collier Books.Google Scholar
  3. Harvard-Smithsonian Center for Astrophysics Science Media Group (Producer). (2001). The private Universe project in mathematics: problems and possibilities. [Six one-hour videotapes highlighting the combinatorics, probability and pre-calculus strands of C. Maher’s longitudinal study (in its twelfth year)]. Anneberg/CPB at www.learner.org
  4. Holzer, M. F. (2007). Aethestic education, inquiry and the imagination. New York: Lincoln Center Institute for the Arts in Education.Google Scholar
  5. Lawrence, G. D. (2010). Finding the zone. New York: Prometheus Books.Google Scholar
  6. Maher, C. A. (2005). How students structure their investigations and learn mathematics: Insights from a long-term study. The Journal of Mathematical Behavior, 24(1), 1–14.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  • Carolyn A. Maher
    • 1
  • John M. Francisco
    • 2
  • Marjory F. Palius
    • 1
  1. 1.Graduate School of EducationRutgers UniversityNew BrunswickUSA
  2. 2.School of EducationUniversity of MassachusettsAmherstUSA