Preface and Acknowledgements

Abstract

This book has had a slightly unusual genesis. Part of it began in a masters level education course, in which a cohort of students was studying uses of the imagination in effective learning. The group became enthusiastic about imagination’s role in learning, even though they had only read a couple of books on the topic by the time they submitted drafts of their papers. (You will see footnote references to the books in the first set of papers.) As they grappled with ideas at a theoretical level, the students were also trying out the ideas in their classrooms. The combination of engaging with new ideas about teaching, being able to try them out immediately, and the stimulating responses they experienced from their students, made the revised papers the cohort submitted unusually engaging.