- Introduction: Philosophy of Education and Philosophy
- The Epistemic Aims of Education
- Moral and Political Aims of Education
- Tagore, Dewey, and the Imminent Demise of Liberal Education
- Thinking, Reasoning, and Education
- Why Fallibility Has Not Mattered and How It Could
- Educating for Authenticity: The Paradox of Moral Education Revisited
- The Development of Rationality
- Philosophy and Developmental Psychology: Outgrowing the Deficit Conception of Childhood
- Socratic Teaching and Socratic Method
- Educating the Practical Imagination: A Prolegomena
- Caring, Empathy, and Moral Education
- Kantian Moral Maturity and the Cultivation of Character
- The Persistence of Moral Skepticism and the Limits of Moral Education
- Values Education
- Curriculum and the Value of Knowledge
- Education, Democracy, and Capitalism
- Art and Education
- Science Education, Religious Toleration, and Liberal Neutrality toward the Good
- Constructivisms, Scientific Methods, and Reflective Judgment in Science Education
- Empirical Educational Research: Charting Philosophical Disagreements in an Undisciplined Field
- Educating for Individual Freedom and Democratic Citizenship: In Unity and Diversity There Is Strength
- Mapping Multicultural Education
- Educational Authority and the Interests of Children
- Pragmatist Philosophy of Education
- Feminist Philosophy and Education
- Postmodernism and Education
Abstract and Keywords
This article argues for the educational importance of imagination and sketches strategies for developing it in the classroom. It explains that imagination is a necessary ingredient in the operation of practical reasoning and that considerations that limit or constrain and direct it are in the nature of the case integrated with other functions of practical reasoning, with critical rationality and with constraints of relevant reasonableness. The article describes potential practical applications of imagination in education.
Amélie Rorty is a Visiting Professor of Philosophy at Boston University and a Lecturer in the Department of Social Medicine, Harvard Medical School. She is the author of Mind in Action (Beacon 1976) and numerous articles on moral psychology and the history of ethics. She has also edited Explaining Emotions (University of California Press 1980), The Identities of Persons (University of California Press 1976), Perspectives on Self‐Deception (University of California Press 1988), The Many Faces of Evil (Routledge 2001), The Many Faces of Philosophy (Oxford University Press 2003), Philosophers on Education (Routledge 1998), and four anthologies on Aristotle.
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