*********************************
There is now a CONTENT FREEZE for Mercury while we switch to a new platform. It began on Friday, March 10 at 6pm and will end on Wednesday, March 15 at noon. No new content can be created during this time, but all material in the system as of the beginning of the freeze will be migrated to the new platform, including users and groups. Functionally the new site is identical to the old one. webteam@gatech.edu
*********************************
Atlanta, GA | Posted: October 22, 2015
Summary Sentence:
New Edition of Engaging Imagination and Developing Creativity
Full Summary:
No summary paragraph submitted.
Krystina MadejA new edition of Engaging Imagination and Developing Creativity, which is co-edited by LMC's Krystina Madej, was published in September.
This volume of essays has been collected expressly to bring readers new ideas about imagination and creativity in education that will both stimulate discussion and debate, and also contribute practical ideas for how to infuse daily classrooms with imaginative activities. Researchers and educators around the world have taken up the discussion about the importance of imagination and creativity in education.
This global relevance is represented here by writings from authors from Brazil, Canada, China, Denmark, Italy, Israel, Japan, and Romania. In the first part of the book, these authors explore and discuss theories of development, imagination, and creativity. In the second part, they extend these theories to broader social issues, including responsible citizenship, gender, and special needs education, and to new approaches to teaching curriculum subjects such as literacy, science, and mathematics, as well as to the educational environment of the museum.
Since the first edition of this book, Imaginative Education (IE) has developed increasingly accessible strategies for teachers to routinely engage imagination in everyday practice. New essays for the second edition include discussions about increasing political consciousness, improving teacher education, and using mathematical evaluation in Part I, and phenomenological approaches to media education in Part II.
