The Nature of Imagination in Education for Sustainability

Autor/in	Jensen, Sally
Titel	The Nature of Imagination in Education for Sustainability
Quelle	In: Australian Journal of Environmental Education, 31 (2015) 2, S.289-292 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2015.35
Schlagwörter	Imagination; Sustainability; Environmental Education; Problem Solving + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Problemlösen
Abstract	The importance of imagination in education has a significant history (Egan, 1986, 2001; Eisner, 1976; Greene, 1988; Steiner, 1954; Warnock, 1976); however, scholarship is often theoretical, and the involvement of imagination in understanding sustainability is often overlooked (Jones, 1995; Judson, 2010; Stewart, 2009). Imagination has rarely been the subject of Environmental Education (EE) and research. Its nature is contested, and its workings can be concealed by formal notions of knowing and learning. Contemporary environmental philosophies argue that education can often contradict its aims through limited understandings of environment and knowledge (Orr, 1991,1992; Weir, 2008; Whitehouse, 2011). This thesis reconceptualises imagination as a way of knowing and learning in environmental terms. The study investigates the role of imagination in Education for Sustainability (EfS) contexts and critically analyses how imagination is involved in understanding sustainability for teachers and learners. The possibility of imagination as environmental knowledge, and as essential to resolving environmental problems, is applied in this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01