Pedagogy

Creative Inquiry

Informed by research and practise on creativity and teaching creatively, Imagine the World (ITW) programs reflect our commitment to devising learning environments in which participants are central. Imagine the World connects with those who seek a safe and supportive environment that values the freedom to learn underpinned and informed by values and beliefs, pedagogical choices and strategies that stimulate creative thinking, learning and meaning-making.

ITW values communication styles that are facilitative and enabling in which questioning strategies are key, listening is highly valued, in a dialogue relationship with participants. ITW also engages in a pedagogical stance supported by imaginative and projected planning of program experiences.

ITW learning is social, active, dialogue based, and reflective of a creative stance in which participants are free to think and wonder, make decisions and seek solutions within unfolding experiences supported and stimulated within a boundary of negotiated objectives and learning outcomes.

Fictional Worlds

In Imagine the World experiences we work always within the fiction of a drama world, the motivating force of our programs, engaging participants with perspectives, creating opportunities for empathic teaching and learning, connecting with others and exploring points of view.

Fictional worlds enable participants to explore and examine the ‘real world’ while standing outside of the fictional world. There, they are enabled to think about the thinking, feeling and learning emerging from the tension between the fictional drama world and the ‘real’ world in which we live. Fictional drama worlds allow participants and group leaders to explore, examine and re-think conceptions and understandings of the world. This is achieved through making available time that is often constrained or not available at all in the ‘real world’ to re-examine and reconceptualise.

Fictional worlds and engagement in them enable participants to take on roles of responsibility while inside those fictional worlds. Participants encounter the need for skills and knowledge required by their fictional roles/responsibilities stimulated by the unfolding story/drama. By stepping out of the fictional world and looking back in they become collaborators in developing the story/drama world as they take ownership of it. Through action and reflection participants are able to see the new skills and knowledge they are acquiring and immediately apply them within the fictional world supported by their reflection in the out position.