Imagination as a transformative tool in primary school education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract. This paper argues for the use of imagination in the teaching of all primary school subjects, as a way to engage students’ attention and interest in learning. It reviews the perspectives of two educationists, Kieren Egan, currently professor of education at Simon Fraser University, Burnaby B.C., Canada, and Dr. Rudolf Steiner (1861 – 1925), founder of the Waldorf Schools, now spread over many countries of the world. Both perspectives show how imaginative teaching engages the ‘whole child ’ in the process of learning. They argue that imagination is a heightened form of cognition that enhances the experience of truth, and not a ‘frill ’ that has no value. Both perspectives claim that children between the ages of about 5 to 14 years learn best through the imagination, as this is their natural and strongest mode of engaging with knowledge. The paper draws implications for educational practice and provides some examples of imaginative lesson material. Finally, conclusions are drawn to outline the changes needed in primary education as it is generally practised today.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it