Imagine that ... Eureka!
Posted by Lindsay Jagodowski on Sunday, April 3, 2011
The following post is transferred from a prior journal entry: February 2011
"The notion that imagination ... is an organ of knowledge because it 'creates' being, is not readily compatible with our habits" Gallas
As I read these chapters on Gallas I find it interesting that data doesn't mean tables and graphs alone. The idea that data can include journal entries, interview transcripts, 'artifacts' from students' play and field notes from classroom activities is amazing to me. I often wondered- Where does the 'data' come from? How can I measure my work? These are the first bits of information on the subject that I find giving me hope for my own interest. Also the particular interest in the study of the imagination! If one can prove the educational validity of 'imagination' then surely the validity and developmental support for dramatic play will be able to be proven!
I love this quote, "Consider, with me, how failure with a student can be transformed through research into a "Eureka!" moment, how changing what we don't understand into an impossible question can transform our practice" (p. 11)
Imagine my surprise as I began reading chapter 4 and found that the discourse was partially on the dramatic play of children! Gallas' study of the imagination overlaps with the study of dramatic play, looking at the imaginary scenarios that children create as they go through social developmental processes. The writer notes that the mind of a five year old can be thought of as a volcano with two vents, 1 creative and 1 destructive. The opportunity for creativity lets steam out a productive vent rather than destructive. The more I read the more excited I am to look further into the writings of Gallas for connections to my own work. Perhaps this is a literacy of my own? My looking for constant links between any assigned reading and my own passion ...
"The notion that imagination ... is an organ of knowledge because it 'creates' being, is not readily compatible with our habits" Gallas
As I read these chapters on Gallas I find it interesting that data doesn't mean tables and graphs alone. The idea that data can include journal entries, interview transcripts, 'artifacts' from students' play and field notes from classroom activities is amazing to me. I often wondered- Where does the 'data' come from? How can I measure my work? These are the first bits of information on the subject that I find giving me hope for my own interest. Also the particular interest in the study of the imagination! If one can prove the educational validity of 'imagination' then surely the validity and developmental support for dramatic play will be able to be proven!
I love this quote, "Consider, with me, how failure with a student can be transformed through research into a "Eureka!" moment, how changing what we don't understand into an impossible question can transform our practice" (p. 11)
Imagine my surprise as I began reading chapter 4 and found that the discourse was partially on the dramatic play of children! Gallas' study of the imagination overlaps with the study of dramatic play, looking at the imaginary scenarios that children create as they go through social developmental processes. The writer notes that the mind of a five year old can be thought of as a volcano with two vents, 1 creative and 1 destructive. The opportunity for creativity lets steam out a productive vent rather than destructive. The more I read the more excited I am to look further into the writings of Gallas for connections to my own work. Perhaps this is a literacy of my own? My looking for constant links between any assigned reading and my own passion ...
