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Imagination at the center of moral action: developing a deeper understanding of how to educate for teacher excellence
Waldorflärarhögskolan, Stockholm, Sweden.
2015 (English)In: RoSE: Research on Steiner Education, ISSN 1891-6511, E-ISSN 1891-6511, Vol. 6, 46-56 p.Article in journal (Refereed) Published
Abstract [en]

It is not uncommon to find arguments for why teaching is a moral practice in which the virtues and wise judgment of a teacher play a prominent role. What is less often explored are the ways in which an aesthetic element - imagination - plays a part in this. From a practical perspective, this enacted teaching is often accessible, in retrospect, through narratives. This paper will begin with a short outline of the general issue from an Aristotelian perspective. This is briefly related to Rudolf Steiner’s concepts of moral intuition, imagination and technique as well as Friedrich Schiller’s aesthetic philosophy. Following that, I will be concerned with a discussion of ways in which this can be realized as part of a teacher education curriculum, focusing especially on the practical aspects of this kind of knowledge and on its imaginative-aesthetic character. The results are a richer conceptualization of what virtue and good judgment entail and suggestions for how this can be made part of teacher training.

Place, publisher, year, edition, pages
2015. Vol. 6, 46-56 p.
Keyword [en]
Pedagogical imagination, Practical knowledge, Phronesis, Narrative
National Category
Pedagogy
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-127576OAI: oai:DiVA.org:su-127576DiVA: diva2:910010
Available from: 2016-03-08 Created: 2016-03-08 Last updated: 2017-11-30Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf