Imagination at the center of moral action: developing a deeper understanding of how to educate for teacher excellence
2015 (English)Conference paper, Abstract (Other academic)
It is not uncommon to find arguments for why teaching is a moral practice in which the virtues and wise judgment of a teacher, her excellence, play a prominent role. What is less often explored are the ways in which an aesthetic element of imagination plays a part in this, from a practical aspect often accessible through narratives and, connected to this, ways in which these elements of becoming a good teacher can be incorporated into teacher education on a practical level. This paper will begin with a brief 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 more extensive discussion of ways in which this can be enacted as part of a teacher training 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
Narrative, Pedagogical Imagination, Moral Imagination, Phronesis, Schiller
IdentifiersURN: urn:nbn:se:su:diva-117906OAI: oai:DiVA.org:su-117906DiVA: diva2:817593