Author Information
Diana Avoke, University of Education, GhanaAbstract
The concept of imagination has been a subject of diverse meanings, debates and interpretations, as some philosophers and theorists over the years have argued on its relevance to reasoning and logic. Historically, children’s imaginative responses, such as in drawing, have often been dismissed as mere wishful thinking. However, John Dewey’s philosophy of imagination negates and challenges such narrowed views, emphasizing its potential power as a vehicle for learning and knowledge creation. Indeed, Dewey’s notion on imagination underscores its integral role in all aspects of human reasoning. Therefore, children especially should have the opportunity and advantage of exploring their imagination in areas that require learning and creativity. In the field of art education and creative arts, the idea of ‘intelligent imagination’ can be harnessed and encouraged through diverse forms of approaches, instructions or themes, to stimulate or trigger critical and creative thinking, as well as to promote the production of unique ideas in learners through mediums such as drawing. The study investigates the relevance if intelligent imagination and how it can be utilised and nurtured within the context of art education and creative arts. By exploring concept building exercises as a classroom intervention, the research examines how imaginative drawing can serve as a catalyst for generating unique ideas and enhancing creativity among learners through critical thinking and innovation. The findings aim to demonstrate the transformative potential of intelligent imagination in education, by merging theory and creative practice to promote artistic expression in children.
Comments
Powered by WP LinkPress