In defence of a pedagogy of the heart: theory and practice in the use of imaginal knowledge

Abstract

This article outlines one of the theoretical approaches to pedagogy of the heart, drawing specifically on the work of Hillman and his concept of imaginal knowledge. Imaginal knowledge, as opposed to evidence-based and critical pedagogy, illuminates the imagination and moves the heart towards humanistic action. In this paper, we argue that this is an area neglected in the education of professionals. The paper provides a number of methodological strategies for integrating education of the heart with critical and evidence-based knowledge. These strategies deal with how to evoke the imagination and move the heart and then progress to issues of classroom communication and the management of emotions. The context is the teaching of supporting sciences to health professionals in the university sector.

Keywords:

• critical theory
• emotions
• evidence-based
• health
• imaginal knowledge
• teaching and learning

Notes

For a comprehensive theoretical discussion see Bradbeer, 1998.

An example of a core myth in Judaism, Buddhism, Islam, Christianity, democratic humanism and socialism is the concept of compassion towards the stranger as well as to one's relatives and neighbours. In a number of these traditions, the concept of compassion is conveyed through a story to illustrate the value of the virtue, not just to the individual, but to the society at large. The use of the term ‘myth’ aims to focus on the idea as the central point of the story, rather than the literal facts of the story. A related concept would be symbol. Symbols convey a set of values. The pictorial nature of the symbol carries with it both its ethical message as well as emotional resonance. The emotion arises from knowing the story.