Pedagogies of the Imagination

1. Front Matter

   Pages i-xviii

   PDF

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

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.

• Curriculum
• Curriculum Studies
• Educational Practice
• Imaginal Knowing
• Mythopoesis
• Teacher Education
• education
• learning
• learning and instruction

• Saint Xavier University, Chicago, USA

  Timothy Leonard

• University of South Australia, Mawson Lakes, Australia

  Peter Willis

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