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Pedagogies of the Imagination

Mythopoetic Curriculum in Educational Practice

  • Book
  • © 2008

Overview

Editors:
  1. Timothy Leonard

    1. Saint Xavier University, Chicago, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Peter Willis

    1. University of South Australia, Mawson Lakes, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Provides strong theoretical basis for an alternative vision of curriculum
  • Restores the power of imagination to educational practice
  • Gives strong international support to the revival of imagination in education
  • Synthesizes traditional and progressive education through using imagination
  • Restores storytelling to its integral place in education
  • Challenges the closed system of arbitrary standards and mind-numbing testing

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xviii
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  2. Mythopoesis and Curriculum Theorizing

    1. Introduction

      • Timothy Leonard, Peter Willis
      Pages 1-8

    2. Watching with Two Eyes: The Place of the Mythopoetic in Curriculum Inquiry

      • Patricia E. Holland, Noreen B. Garman
      Pages 11-29

    3. The Shadow of Hope: Reconciliation and Imaginal Pedagogies

      • Peter Bishop
      Pages 31-51

    4. Myth in the Practice of Reason: The Production of Education and Productive Confusion

      • Aidan Davison
      Pages 53-63

    5. Care of the Self: Mythopoetic Dimensions of Professional Preparation and Development

      • John M. Dirkx
      Pages 65-82

    6. Imagination and Mythopoesis in the Science Curriculum

      • Timothy Leonard
      Pages 83-91

    7. The Mythopoetic Body: Learning Through Creativity

      • David Wright
      Pages 93-106

    8. Autobiography and Poetry

      • Peter Hilton
      Pages 107-124

    9. The Resilience of Soul

      • Patricia Cranton
      Pages 125-136

  3. Mythopoesis in Educational Practice

    1. Imaginal Transformation and Schooling

      • James Bradbeer, Abdul Ghafoor Abdul Raheem
      Pages 139-155

    2. Idealism and Materialism in the Culture of Teacher Education: The Mythopoetic Significance of Things

      • Rod Fawns
      Pages 157-167

    3. Spiritual Grounding and Adult Education

      • Leona M. English
      Pages 169-176

    4. Ignatian Spirituality as Mythopoesis

      • Gerry Healy
      Pages 177-188

    5. Mythopoetic Spaces in the (Trans)formation of Counselors and Therapists

      • Frances MacKay
      Pages 189-201

    6. Critical Pedagogy and the Mythopoetic: A Case Study from Adelaide’s Northern Urban Fringe

      • Brenton Prosser
      Pages 203-222

    7. Capacity and Currere

      • Mary Doll
      Pages 223-229

    8. Thinking, Feeling, and Willing: How Waldorf Schools Provide a Creative Pedagogy That Nurtures and Develops Imagination

      • Tom Stehlik
      Pages 231-243

    9. Getting a Feel for the Work: Mythopoetic Pedagogy for Adult Educators Through Phenomenological Evocation

      • Peter Willis
      Pages 245-263

    10. Conclusion: The Mythopoetic Challenge

      • Timothy Leonard, Peter Willis
      Pages 265-266
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Keywords

About this book

I have long admired the mythopoetic tradition in curriculum studies. That admiration followed from my experience as a high-school teacher of English in a wealthy suburb of New York City at the end of the 1960s. A “dream” job—I taught four classes of 15–20 students during a nine-period day—in a “dream” suburb (where I could afford to reside only by taking a room in a retired teacher’s house), many of these often Ivy-League-bound students had everything but meaningful lives. This middle-class, Midwestern young teacher was flabbergasted. In one sense, my academic life has been devoted to understanding that searing experience. Matters of meaning seemed paramount in the curriculum field to which Paul Klohr introduced me at Ohio State. Klohr assigned me the work of curriculum theorists such as James B. Macdonald. Like Timothy Leonard (who also studied with Klohr at Ohio State) and Peter Willis, Macdonald (1995) understood that school reform was part of a broader cultural and political crisis in which meaning is but one casualty. In the mythopoetic tradition in curriculum studies, scholars labor to understand this crisis and the conditions for the reconstruction of me- ing in our time, in our schools.

Editors and Affiliations

  • Saint Xavier University, Chicago, USA

    Timothy Leonard

  • University of South Australia, Mawson Lakes, Australia

    Peter Willis

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