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\n[www.quasar.ualberta.ca/css](www.quasar.ualberta.ca/css)  \nThe Historical Imagination: Collingwood in the Classroom  \nLynn Speer Lemisko  \nUniversity of Saskatchewan  \nReturn to Articles  \nAbstract  \nPhilosopher and historian R.G. Collingwood developed and elaborated a theory and approach to re constructing knowledge about the past that relies on the historical imagination. This paper argues that Collingwood's theory offers teachers sound reasons for using constructivist approaches in their classrooms and that his methodological approach can be adapted to develop instructional strategies that recognize the importance of the human imagination in the learning process. Important aspects of Collingwood's theoretical approach will be briefly explained, a description of his suggested method for handling  \nprimary source materials will be provided, and an instructional strategy for  \nimagining the past, based on his method, will be outlined.  \nIntroduction  \n\"…the historian's picture of the past is…in every detail an imaginary picture…\"  \nFor those who assume that the term imaginary means 'fictional', this may seem a rather strange and controversial statement. Perhaps as peculiar, this statement was made by philosopher and historian R.G. Collingwood (1946/1994, p. 245), who spent his working life asserting the significance and validity of historical knowledge. This statement begs the question: If the historian's picture of the past is in fact imaginary, what then is the difference between a novel and a historical account?  \nCollingwood has a clear answer to this question – an answer that will be addressed in this paper.  \nAs a historian and social studies educator who has explored various theories about the origins, limitations and nature of historical knowledge (Howell & Prevenier, 2001; Smith, 1998; Bermejo Barrera, 1993; Kosso, 1993; Deeds Ermarth, 1992; Ankersmit, 1989; Stone, 1987, Tosh, 1984, Fogel & Elton, 1983; Atkinson, 1978), as well as ideas about teaching and learning history arising from educational research (Wineburg, 2001; Levstik & Barton, 1997; Seixas1997 & 1999), I find Collingwood's philosophy particularly appealing for two main reasons. First, I think that Collingwood's ideas about how historical knowledge is produced  \noffers teachers sound reasons for using constructivist approaches in their classrooms. Secondly, I think that Collingwood's methodological approach to the construction of historical knowledge, relying as it does on the historical imagination, can be adapted to develop instructional strategies that recognize the importance of the human imagination in the learning process.  \nIn this paper I will first briefly discuss important aspects of Collingwood's theoretical approach, including (a) the idea that history has an 'outside and an 'inside',(b) the notion that history is 'ideal' and (c) the idea of the historical imagination. Secondly, I will outline Collingwood's suggested approach to handling primary source documents to re construct the past using the historical imagination. This includes a discussion of the processes of reenactment, interpolating, and interrogating. Finally, I will sketch out a strategy for imagining the past based on Collingwood's suggested approach. This strategy will sound familiar. It is related to an approach advocated by Seixas (1999) who argues: \"Good history teaching… exposes the process of constructing warranted historical accounts so that students can arrive at their own understandings ofthe past through processes of critical inquiry\" (p. 332) .  \nHowever, the point of this paper is not to suggest a totally novel or unique classroom practice. Rather, it is my intention to add further theoretical support for constructivist approaches and to demonstrate how Collingwood can be used in the classroom.  \nWho was Collingwood and why did he think history is 'imaginary'?  \nRobin George Collingwood (1939) was born at the e","cbCaig7PwKx5Aekf","https://ap.wps.com/l/cbCaig7PwKx5Aekf","pdf",281872,"English","# Abstract\n# Introduction\n## Historical imagination and the imaginary nature of historical accounts\n## Collingwood’s view of historical knowledge","[{\"question\":\"What is the core idea of Collingwood’s theory described in the paper?\",\"answer\":\"Collingwood’s theory reconstructs knowledge about the past by relying on the historical imagination, treating the historian’s picture of the past as an imaginative construction rather than a simple fictional account.\"},{\"question\":\"How does the paper link Collingwood’s theory to classroom teaching?\",\"answer\":\"It argues that Collingwood provides teachers strong reasons to use constructivist approaches and that his methodology can be adapted to design instructional strategies emphasizing imagination in learning.\"},{\"question\":\"What method does the paper describe for handling primary source materials?\",\"answer\":\"The paper outlines Collingwood’s suggested approach, including reenactment, interpolating, and interrogating, to help students reconstruct the past through the historical imagination.\"}]","The Historical Imagination: Collingwood in the Classroom - Instructional Strategy Outline | PDF",1792085550,23]