The world of reality has its limits; the world of imagination is boundless. - Jean Jacques Rousseau

We say "a picture is worth a thousand words" and then ask our students to imagine things they cannot see.

In chemistry, we show two-dimensional representations of atoms, create crude drawings of molecules on classroom boards, and use abstract notations to show where the electrons are. We constantly look for videos - some better than others - to show things and processes so small terms such as "nanotechnology" were invented to classify them. As technology miniaturization becomes more extensive the understanding of it becomes more paramount. But how can we make learning of such concepts more real, more vivid, and more effective?

Virtual reality.

I recently participated in a seminar on “student engagement” with new and experienced teachers, principals, vice-principals, and district-level educational leaders. We started with a basic icebreaker activity. We were asked to introduce ourselves by giving our names and sharing one word that reflects a central aspect of our educational philosophy.

My chosen word led to a lot of blank stares and more than a few confused looks.

“Hi, I’m Gillian Judson. My word is perfinker.”

Most people nodded hesitantly, taking on a quizzical look that said …Rrrriiight. And that means? One person I met looked at me skeptically and said, “That’s not a real word, Gillian.”

...writing poetry can feel like doing ballet in a phone booth.

Poetry. Boring? Government. Ordinary? Math. Lifeless?

We think not.

I had the pleasure this week of working with a diverse group of 42 secondary school teachers. They came from many different schools and taught a range of topics in Grades 8-12. The session was entitled Emotion At The Helm: Engaging Emotions and Imaginations in The Secondary Classroom. Part of the workshop involved two collaborative activities, one employing tools to tap into students’ Romantic imagination, the other to tap into their Philosophic imagination. (Learn more about different forms of imaginative engagement here.) This post shares some of the imaginative ideas the teachers* came up with that employ cognitive tools to evoke their students’ emotions and imaginations with “ordinary” topics like Poetry, Government, and Linear Relationships (Math).

It can be intoxicating to realize that a whole world of abstract ideas exists that can explain and help us interpret the world of our daily lives. If supported in thinking in theoretical ways, many of our senior students/adult learners quickly and thoroughly take to the powerful understanding of the world that abstract ideas can offer.

[And so my "Tips for Imaginative Educator" Series continues. Welcome (back)!]

Developing A Sense of Abstract Reality

All through our lives we actively develop a sense of reality through particular kinds of emotional and imaginative engagements. This focus on reality–the real world around us–tends to develop with the onset of literacy. We seek real-world examples of knowledge we are introduced to. We tend to particularly enjoy the “romantic” adventure- and wonder-filled aspects. What does this look like, then, when we study a topic like history? Well, with tools of oral and written language shaping our meaning-making, we most enjoy vivid accounts of exceptional events, heroes, or stories of people/situations that “beat the odds”. We are engaged with the ingenuity of people who are able to channel their hopes, fears and passions in ways that lead to novel solutions and inventions. We collect many examples of specific historical events that, together, create for us an image of why the world is as it is.

Whether early or accomplished readers, if your students read, then their emotions and imaginations can be evoked when they engage the "literate eye". Add this to your cognitive toolkit: literate students learn better when they have opportunities to work with information in different visual formats.  

So, encourage your students to play with graphs, charts, tables, maps, lists, VENN diagrams, info graphics etc.

The Literate Eye: A Cognitive Tool

If you have been following this Tools of Imagination series on BAM EdWords, you will be familiar with the term “cognitive tool”. The practice of organizing knowledge in different visual ways is another tool of the imagination and, thus, learning or "cognitive tool." Here’s why: when we become literate the way we access information shifts. Rather than gaining most of our information about the world through our ears (which is the case primarily for oral language users) we now access information actively through our eyes. We de-code symbols all around us (language being one symbol system) all the time. So, afford your students opportunities to play with information visually and you will tap into this powerful feature of their imaginative literate lives.