The Role of Imagination in Provoking Critical Reflection and Transformative Learning through Art. An Example Taken from a Group of Teachers Training in Surrealist Poetry
Abstract
This paper presents the views of 12 primary education teachers who participated in an educational workshop entitled: ‘The difficulty in approaching surrealist poetry within the classroom and the transformation of the teachers’ views through art. The role of imagination.’ The aim of the workshop was to harness the power of imagination in order to stimulate critical thinking and transform the teachers’ dysfunctional views over teaching surrealist poetry at school. The method applied was the following: ‘Transformative learning through an aesthetical experience’ by A. Kokkos (2010, 2011, et al., 2021). During the workshop poems by Miltos Sahtouris from his collection ‘Το σκεύος’ (The Utensil) were used. By applying this method, it was observed that the teachers – trainees via processing poetry and in particular interpreting words, symbolisms, surprises, reviewed their initial views regarding the difficulty of understanding and teaching surrealist poetry. Releasing their imagination, a skill significantly important to develop at least for specific purposes in transformative learning, enabled them to discover ‘hidden’ meanings within the words of the poem and in particular ‘reading’ the images that play a dominant role in surrealist poetry.
Article Details
- Come citare
-
Καλογρίδη Σ. Σ. (2025). The Role of Imagination in Provoking Critical Reflection and Transformative Learning through Art. An Example Taken from a Group of Teachers Training in Surrealist Poetry. Adult Education Critical Issues, 4(2), 23–38. https://doi.org/10.12681/haea.37528
- Fascicolo
- V. 4 N. 2 (2024): July - December 2024
- Sezione
- Articles
TQuesto lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
I dati di download non sono ancora disponibili.
Riferimenti bibliografici
Adorno, T. (1970/2000). Αισθητική Θεωρία. Αλεξάνδρεια. (Aesthetic Theory. Alexandria).
Bloom, X. (2004). Πώς και γιατί διαβάζουμε. Τυπωθήτω -Δαρδανός. (How to read and why. Typotheto - Dardanos).
Breton, Α. (1972). Μανιφέστα του Σουρεαλισμού. Δωδώνη. (Manifesto of Surrealism. Dodoni)
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.
Brookfield, S. D. (2006). The Skillful Teacher. On Technique, Trust and Responsiveness in the Classroom. (Second Edition). Jossey-Bass.
Brookfield, S. (2012). Teaching for Critical Thinking. Jossey-Bass.
Dewey, J. (1910/1997). How we Think: D. C. Heath & Co.
Dewey, J. (1934/1980). Art as experience. A Perigee Book.
Elytis, O. (1982). Ανοιχτά Χαρτιά. Ίκαρος. (Open Papers. Ikaros)
Freire, P. (1970). Pedagogy of the Oppressed. Seabury Press.
Freire, P. & Shor, I. (2011). Aπελευθερωτική παιδαγωγική: Διάλογοι για τη μετασχηματιστική εκπαίδευση. Mεταίχμιο. (A Pedagogy for Liberation: Dialogues on Transforming Education. Metaihmio).
Greene, M. (2000). Releasing the Imagination: Essay on Education, the Arts, and Social Change. Jossey-Bass.
Greene, M. (1990). Releasing literature’s emancipatory potential. In J. Mezirow & Associates, Fostering Critical Reflection in Adulthood. Jossey-Bass.
Iser, W. (1980). The Act of Reading: A Theory of Aesthetic Response. Johns Hopkins University Press.
Friar, K. MILTOS SAHTOURIS. https://benjaminconti.wordpress.com/wp-content/uploads/2014/04/saxtouris_english.pdf
Jarvis, C. (2000). Using Fiction for Transformation. International Journal of Lifelong Education, 19(6), 535-547.
Kokkos, A. (2010). Transformative learning through aesthetic experience. Towards a comprehensive method. Journal of Transformative Education, 8, 155-177.
Κόκκος, Α. & συν. (2011). Εκπαίδευση μέσα από τις τέχνες. Μεταίχμιο. (Education through arts. Metaihmio).
Kokkos, A. (2021). Exploring Art for Perspective Transformation. BRILL I SENSE.
Mezirow, J. et al. (1990). Fostering Critical Reflections in Adulthood. Jossey-Bass.
Mezirow, J., & Συνεργάτες. (2007). Η Μετασχηματίζουσα Μάθηση. Μεταίχμιο. (Transformative Learning. Metaihmio).
Mezirow, J. (1991/2022). Θεωρία Μετασχηματισμού. Μεταίχμιο. (Transformative Theory. Metaihmio).
Nachmanovitch, S. (2013). Δημιουργικότητα στη ζωή και στην τέχνη. Η δύναμη του αυτοσχεδιασμού. Αιώρα. (Free Play. Improvisation in Life and Art. Aiora).
Perkins, D. (1994). The Intelligent eye: learning to think by looking at art. The Getty Education Institute for the Arts.
Πολιακόφ, Σ. (2005). «Σπάσε τη Σιωπή». Συνέντευξη. ΒΗΜΑGAZINO, 16/01/2005. (‘Break the silence’ Interview, BHMAGAZINO).
Raikou, N. (2019). Investigating the reflective opportunities of aesthetic experience in education. Educational Journal of the University of Patras UNESCO Chair, 6(2), 105-113.
Rogers, A. (1999). H Εκπαίδευση Ενηλίκων. Μεταίχμιο. (Teaching Adults. Metaihmio).
Ροντάρι, Τ. (1985). Η γραμματική της φαντασίας. Πώς να φτιάχνουμε ιστορίες για παιδιά. Τεκμήριο. (Rodari, T. The Grammar of Fantasy. Tekmirio).
Sartre, J. P. (1947 [1971]). Τι είναι η λογοτεχνία; Εκδόσεις ’70. (What is literature).
Sachtouris, M (2000). Ποιος είναι ο τρελός λαγός. Συνομιλίες. Καστανιώτης. (Who is the Crazy Hare? Conversations. Kastaniotis).
Tsatsoulis, D. (2015). Η γλώσσα της εικόνας. Παπαζήσης. (The language of image. Papazisis).
Trivizas, E (2010). Η φαντασία είναι ο χειρότερος εχθρός του κατεστημένου.(Imagination is the worst enemy of the establishment). https://www.dinfo.gr/%CE%B5%CF%85%CE%B3%CE%AD%CE%BD%CE%B9%CE%BF%CF%82-%CF%84%CF%81%CE%B9%CE%B2%CE%B9%CE%B6%CE%AC%CF%82-%CE%B7-%CF%86%CE%B1%CE%BD%CF%84%CE%B1%CF%83%CE%AF%CE%B1-%CE%B5%CE%AF%CE%BD%CE%B1%CE%B9-%CE%BF-%CF%87/
UNESCO (2002). ΕΚΠΑΙΔΕΥΣΗ - Ο ΘΗΣΑΥΡΟΣ ΠΟΥ ΚΡΥΒΕΙ ΜΕΣΑ ΤΗΣ. UNESCO ΕΚΘΕΣΗ ΤΗΣ ΔΙΕΘΝΟΥΣ ΕΠΙΤΡΟΠΗΣ ΓΙΑ ΤΗΝ ΕΚΠΑΙΔΕΥΣΗ ΣΤΟΝ 21ο ΑΙΩΝΑ ΥΠΟ ΤΗΝ ΠΡΟΕΔΡΙΑ ΤΟΥ JACQUES DELORS. GUTENBERG. (UNESCO (2002) LEARNING – THE TREASURE WITHIN, REPORT TO UNESCO OF THE INTERNATIONAL COMMISSION ON EDUCATION FOR THE 21ST CENTURY UNDER THE CHAIRMANSHIP OF JACQUES DELORS). GUTENBERG.
Warnock, Μ. (1978). Imagination. University of California Press.
Yiatromanolakis, Y. (1983). Ανδρέας Εμπειρίκος. Ο ποιητής του έρωτα και του νόστου. Κέδρος. (Andreas Empirikos. The poet of love and taste. Kedros).
