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Drawing on research by Aristotle, Goodman, Greene, and Eisner, the work argues that imagination is vital for cognitive possibility, and that compassionate teachers must nurture this core through subtle aesthetic experiences. Pre-service teachers’ reflections and course-linked materials connect arts-based methods with social and eco justice responsiveness in classroom life.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the paper argue imagination matters for education?","Question",{"text":62,"@type":63},"It contends imagination supports a cognitive function beyond creating possible worlds, enabling trial of ideas without real-world consequences, which prevents a static future when imagination is impoverished.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What role does the paper assign to teachers in relation to children’s imagination?",{"text":67,"@type":63},"Teachers are framed as artists: compassionate teachers protect and nurture children’s imaginative core by providing aesthetic experiences that make the invisible visible.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the study connect aesthetic methodology to social and eco justice topics?",{"text":71,"@type":63},"It proposes a revolutionary teacher-preparation curriculum that addresses issues in children’s lives and communities by implementing aesthetic education methodologies, particularly in urban school 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Clark & James Joss French, Central Connecticut State University  \nLet us love what we love, let us be ourselves. Vincent van Gogh, The Letters, 23 November, 1881  \nIntroduction  \nAristotle maintained that there is nothing in the intellect which was not first in the senses; it is equally and more obviously true of the imagination (Standing, 1962, p. 339) . Why have public education mandates in America denied and rejected the sacred imaginative realm within all children, thereby segregating or categorizing the arts as frivolous or unnecessary? The arts in America as proposed by Goodman (1976) are typically kept segregated and marginalized by common educational practices. Goodman chose to name the annual Harvard educational conference Project Zero, because America understands “zero” about the arts.  \nGoodman‟s research presented the psychology of art and the critical levels of thinking provoked by art and aesthetic education. Like Goodman, Greene (1978) proposed that art and aesthetics reveal our “perceptual reality that underlies our cognitive structures of a primordial landscape in which we present ourselves”(p. 213) . Eisner (2002) also warns of a culture devoid of the arts. If we continue along this path of alienation from the arts and our very nature, we invariably are at risk as a society:  \nImagination, that form of thinking that engenders images of the possible, also has a critically important cognitive function to perform aside from the creation of possible worlds. Imagination also enables us to try things out-again in the mind‟s eye-without the consequences we might encounter if we had to act upon them empirically. A culture populated by a people whose imagination is impoverished has a static future. In such a culture there will be little change because there will be little sense of possibility (p. 5) .  \nThe following research presents a new paradigm and culture of thinking for teacher preparation such that teachers are artists, where they embrace the fragile, innocent, imaginative world of children that must be protected and nurtured. The non-compassionate teacher is at risk to control a child‟s imagination—a child‟s core—or even worse damage a child‟s becoming. The compassionate teacher practices the art of subtle possibilities and presents aesthetic experiences to make the invisible imaginative core of a child visible.  \nHence, to nurture the sacred realm of a child‟s imagination represents the possibility of growth, renewal, and change. Educators are hesitant to venture into the unknown landscape within a child‟s heart and mind because they have throughout their education experienced the same non-compassionate teachers. This research proposes an awakening, making a wave for a new revolution of compassionate teachers that institutes aesthetic methodology to address relevant issues in children‟s lives and in their communities. This paper will answer the question: How  \nwill our elementary education majors as future teachers attain aesthetic methodology, resiliency, and transformative skills to address complex issues that come into the classroom—with an open mind,“a mind without fear?”  \nAwakening “ZEAL” in Pre-Service Teachers:  \nEmbracing Social and Eco Justice Topics through Aesthetic Education  \nResearch for this study began in an undergraduate elementary methods class for teacher certification with an excerpt from Albert Cullum‟s (1971) famous and controversial publication, The Geranium on the Window Sill Just Died But Teacher You Went Right On. At the end of the story our pre-service teachers shared recent experiences in their field classroom in relationship to Cullum‟s child advocacy perspective. Their thoughts and questions included: “How could teachers treat children in a dehumanizing way? I will never be a teacher like that, and I think Cullumis exaggerating.”  \nWe continued to introduce research by Cullum (1967) such as Push Back the Desks and amore r","cbCaifQRrTKeTu9a","https://ap.wps.com/l/cbCaifQRrTKeTu9a","pdf",673929,11,"English","# Introduction\n## Awakening “ZEAL” in Pre-Service Teachers\n### Embracing Social and Eco Justice Topics through Aesthetic Education","[{\"question\":\"Why does the paper argue imagination matters for education?\",\"answer\":\"It contends imagination supports a cognitive function beyond creating possible worlds, enabling trial of ideas without real-world consequences, which prevents a static future when imagination is impoverished.\"},{\"question\":\"What role does the paper assign to teachers in relation to children’s imagination?\",\"answer\":\"Teachers are framed as artists: compassionate teachers protect and nurture children’s imaginative core by providing aesthetic experiences that make the invisible visible.\"},{\"question\":\"How does the study connect aesthetic methodology to social and eco justice topics?\",\"answer\":\"It proposes a revolutionary teacher-preparation curriculum that addresses issues in children’s lives and communities by implementing aesthetic education methodologies, particularly in urban school contexts.\"}]","ZEAL: An Aesthetic Revolution for Education - Awakening “ZEAL” in Pre-Service Teachers - Embracing Social and Eco Justice Topics through Aesthetic Education | PDF",1792089213,28]