Cultivating Attainment through Imagination in Religious Education Classes

Abstract

Previous studies (e.g. Whitton 2018;Damiani, & Paloma, 2017;Egan, 2005) on imagination asserted its role to facilitate the development of members' spirituality and thereby attainment. In the present study, the promotion of imagination is explored. Altogether, 58 fifteen year old male students were trained to think imaginatively through considering their psychological factors of: attention, abilities, outcomes, motivation, and ongoing assessment. Varied accounts of the class settings encompassed recorded videos of students' imaginative processes during class, teacher's debates, students' stimulated recall, observations and photos of the classroom. After the training, the study demonstrated a significant noteworthy improvement in favor of the imaginative approach.This research has offered evidence to describe imaginative practices as effective in developing students' attainment.