Chapter 4 explores the role of the narrative imagination in education, both in the classroom and beyond. Drawing on more than 25 years in the classroom, the chapter examines the stifling effect of current models of education on the ability of students and teachers to make connections between their formal learning and their lives, as they are and as they might be. The chapter poses fundamental pedagogical questions: What do we want our students/our children to learn and why? What can ignite curiosity, a desire to question, and to investigate? What is the relationship between learning about the world as it is, and imagining ways of improving it? The chapter concludes with a discussion of the vital role of education in teaching individuals about the meaning of democratic citizenship.
Keywords: teaching and scholarship, dreamtime, experiential knowledge, the feeling of infinity, imaginative understanding, pedagogic moments, teaching and stories, education and democratic citizenship
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