This document discusses the importance of imagination in curriculum and teaching. It argues that human learning is an imaginative activity, yet most high school curricula are lacking in imaginative material and focus too heavily on standardized tests. This document proposes incorporating more imagination into daily teaching activities and using creative assessment techniques that evaluate students based on their abilities rather than test scores alone. It suggests understanding how teenagers think and feel before designing curricula or assessments. Finally, it provides some examples of imagination activities that could be included, such as student-generated learning units, daydreaming, oral traditions, and drama.

1. Imagination: The Missing LinkImagination: The Missing Link
in Curriculum and Teachingin Curriculum and Teaching
ByBy
Dr. Magdy Mahdy AlyDr. Magdy Mahdy Aly
Professor of Curriculum & EFL InstructionProfessor of Curriculum & EFL Instruction
Faculty of Education Ain Shams UniversityFaculty of Education Ain Shams University

2. SHE WALKS IN BEAUTY LIKE THE NIGHTSHE WALKS IN BEAUTY LIKE THE NIGHT
OF CLOUDLESS CLIMES AND STARRYOF CLOUDLESS CLIMES AND STARRY
SKIESSKIES
AND ALL THAT IS BEST OF DARK ANDAND ALL THAT IS BEST OF DARK AND
BRIGHTBRIGHT
MEET IN HER ASPECT AND IN HER EYESMEET IN HER ASPECT AND IN HER EYES
BYRONBYRON

3. I THINK WE ARE IN RAT’S ALLEYI THINK WE ARE IN RAT’S ALLEY
WHERE THE DEAD MEN LOST THEIRWHERE THE DEAD MEN LOST THEIR
BONESBONES
YOU KNOW NOTHING? DO U SEEYOU KNOW NOTHING? DO U SEE
NOTHING?DO U REMEMBERNOTHING?DO U REMEMBER
NOTHIINGNOTHIING??
ElliotElliot

4. Human learningHuman learning isis anan
imaginative activityimaginative activity
We have to develop ways to injectWe have to develop ways to inject
imaginative activities (which improveimaginative activities (which improve
the teenagers’ imaginative prowess asthe teenagers’ imaginative prowess as
well as their ability to “pass the test”)well as their ability to “pass the test”)
into daily teaching is important asinto daily teaching is important as
students move from high school tostudents move from high school to
independent study in collegeindependent study in college..

5. WHY STUDENTSWHY STUDENTS
WONDERWONDER??
““How can I make things beHow can I make things be
different?”different?” this is the essence ofthis is the essence of
true imagination; the questioning thattrue imagination; the questioning that
leads to searching, which in turnleads to searching, which in turn
leads to discovery and ultimately, toleads to discovery and ultimately, to
change.Teenagers are the living,change.Teenagers are the living,
breathing testaments who carry thebreathing testaments who carry the
hope of the next generation in theirhope of the next generation in their
future accomplishmentsfuture accomplishments..

6. What is ImaginationWhat is Imagination??
The imagination takes something likeThe imagination takes something like
an image or idea and modify it into aan image or idea and modify it into a
totally new concepttotally new concept..

8. Jean Paul SartreJean Paul Sartre says that imaginationsays that imagination
provides a place where the mind canprovides a place where the mind can
conjure up visions of what the worldconjure up visions of what the world
“might” be and then can translate the“might” be and then can translate the
visions into any number of aestheticvisions into any number of aesthetic
vehicles including stories, music, art,vehicles including stories, music, art,
or poetry, or mathematical andor poetry, or mathematical and
scientific pursuitsscientific pursuits..

9. KantKant distinguishes two uses ofdistinguishes two uses of
imagination: the first in ordinaryimagination: the first in ordinary
thought and perception, the second inthought and perception, the second in
aesthetic experienceaesthetic experience..

10. Because teenagers are diverseBecause teenagers are diverse
creatures, the whole being, includingcreatures, the whole being, including
the mind, the body, the intellect, andthe mind, the body, the intellect, and
the emotions must be educatedthe emotions must be educated..

11. ImaginationImagination……
is the heart of any trulyis the heart of any truly
educational experience; it is noteducational experience; it is not
something belonging properly to thesomething belonging properly to the
arts, but is central to all areas of thearts, but is central to all areas of the
curriculumcurriculum;;

12. The main questionsThe main questions::
Can we expect to see school curriculaCan we expect to see school curricula
that take into consideration thethat take into consideration the
students’ imagination and theirstudents’ imagination and their
cognitive and aesthetic abilities?cognitive and aesthetic abilities?
Without the stimulation of thisWithout the stimulation of this
“pragmatic center ”called the“pragmatic center ”called the
imagination, there can little meaningfulimagination, there can little meaningful
learning for studentslearning for students..

13. The dilemmaThe dilemma
Most curricula presented in high school isMost curricula presented in high school is
monotonous and is lacking in imaginativemonotonous and is lacking in imaginative
material. This is perhaps because of amaterial. This is perhaps because of a
misinterpreted idea of learning achievement.misinterpreted idea of learning achievement.
Imaginative learning has been replaced byImaginative learning has been replaced by
mandated, high stakes tests that do notmandated, high stakes tests that do not
identify higher level thinking capabilities oridentify higher level thinking capabilities or
diverse ways of learning; they simplydiverse ways of learning; they simply
identify which students excel in those kindsidentify which students excel in those kinds
of testsof tests..

14. When educators are forced to spend most ofWhen educators are forced to spend most of
their instructional hours “teaching to thesetheir instructional hours “teaching to these
tests,” there is little time for imaginativetests,” there is little time for imaginative
activity. But, if educators truly believe thatactivity. But, if educators truly believe that
human learning is an imaginative activity,human learning is an imaginative activity,
then school officials can no longer continuethen school officials can no longer continue
to stress grades and numerical achievementto stress grades and numerical achievement
as performance outcomes and expectas performance outcomes and expect
students will develop habits of mind that willstudents will develop habits of mind that will
allow them to take initiatives in the learningallow them to take initiatives in the learning
processprocess

15. Some possible solutionsSome possible solutions::
11--In addition to adding imagination to everyIn addition to adding imagination to every
day activities and lobbying for moreday activities and lobbying for more
imagination-based curricula, educators canimagination-based curricula, educators can
also help students by employing creativealso help students by employing creative
assessment techniques that evaluateassessment techniques that evaluate
students according to their abilities, ratherstudents according to their abilities, rather
than according tothan according to
standardized testing scoresstandardized testing scores..

16. 22--Before curricula are written, beforeBefore curricula are written, before
testing is done, before assessingtesting is done, before assessing
student work, educators and curriculastudent work, educators and curricula
designers must strive to understanddesigners must strive to understand
how the teenager thinks and feels andhow the teenager thinks and feels and
imaginesimagines..

17. Imagination ActivitiesImagination Activities
The following activities strive to includeThe following activities strive to include..
11--Student-Generated Learning UnitsStudent-Generated Learning Units
22--Daydreaming in the classroomDaydreaming in the classroom
33--The oral tradition as an imaginative toolThe oral tradition as an imaginative tool
44--Stimulating imagination throughStimulating imagination through
movement and dancemovement and dance
55--Transmediation connections toTransmediation connections to
imaginationimagination
66--Drama connections for imaginativeDrama connections for imaginative
activityactivity
77--Video Games, learning and imaginationVideo Games, learning and imagination

18. Thank YouThank You