LEADER 02964 am 22004693u 450 001 9910208946803321 005 20221206173024.0 035 $a(CKB)3710000000885313 035 $a(MiAaPQ)EBC4708898 035 $a(OCoLC)960978140 035 $a(MdBmJHUP)muse56196 035 $a(Au-PeEL)EBL4708898 035 $a(CaPaEBR)ebr11274778 035 $a(CaONFJC)MIL957849 035 $a(OCoLC)960041378 035 $a(PPN)197276024 035 $a(EXLCZ)993710000000885313 100 $a20161013d2015 uy| 0 101 0 $aeng 135 $aurmnu---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aBoundaries of the educational imagination /$fWayne Hugo 210 1$aCape Town, South Africa :$cAfrican Minds,$d2015. 215 $a1 online resource (176 pages) $cillustrations, maps ; digital, PDF file(s) 311 $a1-928331-01-7 311 $a1-928331-02-5 320 $aIncludes bibliographical references. 327 $aIntroduction -- 1. All the schools of the world --2. Unpacking classrooms --3. How the ‘brain' learns --4. Charting the space between demons and angels --5. History of the world in a child --6. From one-world classroom to one learning sequence --7. Conclusion: exercising the educational imagination. 330 $aThe educational imagination is the capacity to think critically beyond our located, daily experiences of education. It breaks away from the immediacy of personal understanding by placing education within wider, deeper and longer contexts. Boundaries of the Educational Imagination develops the educational imagination by answering six questions: What happens when we expand continuously outwards from one school to all the schools of the world?; What happens if we go inside a school and explore how its material equipment has changed over the past 300 years?; What is the smallest educational unit in our brain and how does it allow an almost infinite expansion of knowledge?; What is the highest level of individual development we can teach students to aspire towards?; What role does education play in a world that is producing more and more complex knowledge increasingly quickly?; How do small knowledge elements combine to produce increasingly complex knowledge forms? Each question goes on a journey towards limit points in education so that educational processes can be placed within a bigger framework that allows new possibilities, fresh options and more critical engagement. These questions are then pulled together into a structuring framework enabling the reader to grasp how this complex subject works. 606 $aEducation$xPhilosophy 615 0$aEducation$xPhilosophy. 676 $a370.1 700 $aHugo$b Wayne$0884532 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910208946803321 996 $aBoundaries of the educational imagination$91975351 997 $aUNINA