Maxine Greene and the pedagogy of social imagination: An intellectual genealogy

Spector, Hannah; Lake, Robert L.; Kress, Tricia M.

doi:10.1080/10714413.2017.1262150

Cited by 6 publications

(3 citation statements)

References 1 publication

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“…Of critical importance is cultivating our appetite for beauty. As Maxine Greene has taught us, beauty feeds the social imagination necessary to envision just alternatives to the world we have [56]. Given the autopoietic nature of our minds, the value of putting our attention on beauty is the possibility of generating beauty.…”

Section: Change Metaphor Leveragementioning

confidence: 99%

An Engineering Education of Holism: Einstein’s Imperative

Vanasupa¹,

Barabino²

2022

Insights Into Global Engineering Education After the Birth of Industry 5.0

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In the aftermath of World War II, Einstein urged scientists to develop a substantively new thinking, lest we suffer a technology-enabled self-destruction. In this chapter, we will unfold the emerging scientific findings that serve as vectors, pointing to the same conclusion: the educational foundation that has brought about Industry 5.0 is causal to brain development that not only undermines our ability to address our emerging complex societal challenges, but biases us toward inhumane logic. We will outline a science of holism, the profoundly new thinking urged by Einstein. This science is rooted in nature’s ontology of dynamic complexity. An engineering education reflecting this new thinking will be described along with the novel developmental capacities afforded by it. The chapter will end by considering questions that need to be resolved to manifest such a radical shift in engineering education.

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Section: Change Metaphor Leveragementioning

confidence: 99%

An Engineering Education of Holism: Einstein’s Imperative

Vanasupa¹,

Barabino²

2022

Insights Into Global Engineering Education After the Birth of Industry 5.0

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“…In this context, a step towards social transformation will be provided with the awareness that students have developed by establishing relationships with their current life experiences through inquiries in the focus of works of art. There are many studies that include inquiry-based contemporary art education plans, practices and literature by using works of art from Greene's perspective (Currence, 2008;Pavlou, 2013;Denaway, 2013;Powell and Serrie, 2013;Moon, et all., 2013;Williams, 2017;Brun, 2016;Spector, Lake & Kress, 2017;Gulla, 2018;Turkoz, 2018). Currence, (2008) highlights the importance of Greene's work in the field of education for 21st century education.…”

Section: Problem Statementmentioning

confidence: 99%

Aesthetic inquiry in visual arts education of 6th graders within the framework of Maxine Greene’s aesthetic view on education: An action research

2022

pegegog

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This study is an aesthetic inquiry, as part of a middle school visual arts class, from the standpoint of Maxine Greene's aesthetic perspective in education. By adopting Maxine Greene's perspective, affective learning comes to the fore along with cognitive learning, and accentuates multiple realities through the imagination through the research experiences of the artist, in the process of aesthetic inquiry. In this context, a research was carried out within the scope of visual arts education course for an improvement in students' interpretation from multiple perspectives with the understanding of aesthetic inquiry. In their processes of aesthetic inquiry, students' were to examine works of art and it was tried to reveal the different realities of these works depending on their imagination. The purpose of this study is to reveal the improvement in students' interpretation processes from different perspectives through aesthetic inquiry in visual arts course. The study uses action research design, one of the qualitative research designs. It covers a 14-week course at a public middle school. Thematic analysis was used to interpret the data and the research findings were presented. According to the findings, it was determined that the students reflected that which they discerned in the course processes, the connections they established regarding their knowledge, emotions and experiences, the differences forming in their ideas and the development they saw in themselves from their personal perspectives. Students showed empathy by seeing different ideas together during the course process and provided new interpretations from multiple perspectives. Under the guiance of the teacher, the students developed self-confidence in the process, expressed themselves by asking questions about what they were curious about and explaining the reasons for their ideas, and made artistic applications. Thus, through aesthetic inquiries, it was possible to reveal the interpretations of students in which they reflect themselves from multiple perspectives, diversify their ideas and develop a clear perspective on what they can do.

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“…As the purpose of this study unfolded, it was important to honor the multicultural perspective by re-envisioning a different narrative. Social imagination (Greene, 1995;Spector et al, 2017) enabled us to do this through a process of understanding the larger historical scene in terms of its meaning for the inner lives and external experiences of a variety of individuals. It also propelled a more actionable step toward equity.…”

Section: Onward Towards a More Culturally Intelligent Approachmentioning

confidence: 99%

More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature

Archey

2022

IJME

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Multicultural education curriculum often seems to get lost in the implicit biases of formal education. As K-12 classrooms continue to increase in linguistic, cultural, racial, gender, socioeconomic, and ability diversity, the call for educators to develop mind frames of equity becomes more urgent. This study asks teacher candidates to explore children’s literature for overt and covert messages of oppression, silencing, and indoctrination. Each theme is discussed within the context of picture books and their corresponding analysis. A suggested chart for selecting critically intelligent books is provided as a consolidated extension of the study’s findings.

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Maxine Greene and the pedagogy of social imagination: An intellectual genealogy

Cited by 6 publications

References 1 publication

An Engineering Education of Holism: Einstein’s Imperative

An Engineering Education of Holism: Einstein’s Imperative

Aesthetic inquiry in visual arts education of 6th graders within the framework of Maxine Greene’s aesthetic view on education: An action research

More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature

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