Knowledge, Imagination and Learning in Depth: A Discussion with Professor Gillian Judson on Kieran Egan’s Research

doi:10.16382/j.cnki.1000-5560.2024.06.011

Abstract

Abstract:

Since the 1980s and 1990s, Professor Kieran Egan of Simon Fraser University in Canada has led a team to conduct research on Imaginative Education and Learning in Depth Program, systematically exploring the nature of curriculum knowledge, learning, understanding and imagination, as well as the nature and type of knowledge understanding and the relationship between knowledge and imagination. He has developed cognitive tools for cultivating imagination and teaching strategies for cultivating students’ imagination in disciplinary teaching. In the research of Learning in Depth, knowledge standards and basic teaching principles of Learning in Depth have been established. Since 2006, we have established a research team of Instruction in Depth to address the problems in the implementation of curriculum in primary and secondary schools in China. Focusing on the transformation of teaching values, concept of curriculum knowledge, concept of teaching process and concept of learning activities, we have adopted the 3K research approach to explore the concepts and strategies of teaching and learning oriented to key competency and conduct international cooperative research. This paper makes a dialogue and interview with Professor Gillian Judson of Simon Fraser University, focusing on Professor Kieran Egan’s innovative contributions to research on knowledge, imagination and Learning in Depth, in order to provide references for deepening curriculum and instruction reform in China and meeting the challenges of the development of key competence.

Key words: concept of curriculum knowledge, Imaginative Education, disciplinary imagination, cognitive tools, Learning in Depth

Xin Li, Yuanxiang Guo, Cui Rong, Gillian Judson. Knowledge, Imagination and Learning in Depth: A Discussion with Professor Gillian Judson on Kieran Egan’s Research[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(6): 125-136.

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理解类型	认知工具
小学口语工具：神话的理解	抽象的二元对立（Abstract Binary Oppositions）
	概念的心理成像（Affective Mental Imagery）
	玩笑和幽默（Joking and Humour）
	比喻（Metaphor）
	叙述和个性化（Narratizing and Personalizing）
	谜题和神秘感（Puzzles and a Sense of Mystery）
	韵律、节奏与模型（Rhyme, Rhythm, and Pattern）
	故事（Story/Story Form）
中学书面语言工具：浪漫的理解	英雄主义联想（Association with the Heroic）
	改变背景（Change of Context）
	收藏品与爱好（Collections and Hobbies）
	极限经验与现实局限（Extreme of Experience and Limits of Reality）
	意义的人文化（Humanization of Meaning）
	叙事结构（Narrative Structure）
	反抗权威与理想主义（Revolt and Idealism）
	书面之眼（The Literate Eye）
	能动性（Sense of Agency）
	惊异感（Sense of Wonder）
高中理论语言工具：哲学的理解	把握总体观念和异常（General Ideas and Anomalies）
	元叙事理解（Meta-Narratives）
	追求权威和真理（Search for Authority and Truth）
	现实世界的抽象意义（Sense of Abstract Reality）