Imagining and Moral Education

Abstract

Some relations obtaining between what it is to imagine and what it is to become educated are explored. An analysis is proposed which describes the concept of the imagination as being reducible to certain logically distinct forms and modes of imagining. This analysis is related to contemporary accounts of the educated person. A sketch of some implications for moral education is presented together with an examination of philosophies that oppose the development of imagination in children.

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Notes on contributors

Gordon H. Bell

Gordon H. Bell is Principal Lecturer in Education, Centre for Teacher Education, Teesside Polytechnic, Flatts Lane, Normanby, Middlesbrough, Cleveland, TS6 0QS.