<div dir="ltr"><div>I sense that the focus in structured institutional education is shifting from the teacher/educator to the student/learner. In that context I like the term "transformational learning" more than "imaginal education." Would love to see what Tim Dove has said.</div><div>Randy</div></div><div class="gmail_extra"><br><div class="gmail_quote">On Sun, Dec 7, 2014 at 11:10 AM, Jack Gilles <span dir="ltr"><<a href="mailto:jackcgilles@gmail.com" target="_blank">jackcgilles@gmail.com</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div style>Dear All,<div><br></div><div>I think Jeanette has done the best job of answering the question of a definition. But we have to understand that “we” have a long history of this definition and tend to assume that others grasp the profound depth behind it, and I don’t think they do. For instance, although the term ORID is based on a natural flow of consciousness, to utilize it effectively requires a depth understanding of I.E. and that in and by itself is not Imaginal Education (as we define the term). The same for Project Work, Strategic Planning and other methods we have honed and championed. </div><div><br></div><div>It could be said that all “education” is “Imaginal”, that is, it is based on a set of images and assumptions that are then communicated in a method called Education. And it is more than just being “conscious” about the process. Those who want to teach about American Exceptional-ism are very clear that they want certain “images” to be communicated and to take root. Thus you have a spectrum of Imaginal Education from outright designed propaganda to unconscious and unquestioned “Images” that are the basis of what is being communicated. </div><div><br></div><div>So the issue of I.E. is the life stance and understanding that is underneath the process. To use our language, the “Word” is absolutely essential for the process. That reality is worthy of a long” discourse, but to be an effective Imaginal Educator it needs to be understood at the heart of the creative effort. For people’s information, Mark Dove’s son, Tim, has done a fantastic job of just that, without ever mentioning any of our historic language. So, having a profound and self-conscious understanding of humanness is essential for effective Imaginal Education as we have framed it. </div><div><br></div><div>Good discussion (dialogue)!</div><div><br></div><div>Jack</div><div><br></div><div>P.S. I’ve added Tim Dove’s name to the list so that he can see how this discussion is going and can respond if he so desires. He is the best example of anyone I know who has built a whole-system understanding of education based on Imaginal Education.</div><div><br><div><blockquote type="cite"><div>On Dec 7, 2014, at 10:23 AM, Jeanette Stanfield via OE <<a href="mailto:oe@lists.wedgeblade.net" target="_blank">oe@lists.wedgeblade.net</a>> wrote:</div><br><div><div style="font:14px/normal Helvetica;text-transform:none;text-indent:0px;letter-spacing:normal;word-spacing:0px;white-space:normal" dir="ltr">For me, imaginal education is an art. It is the discernment of images that are blocking a person, a group, a community, or society from moving positively into the future. Once discerned, messages are powerfully and creatively put into the learning environment through questions, stories, art forms, projects, activities,models etc to release the negative images and allow new images to emerge and thus new decisions and behaviours. <div><br></div><div>Thank you Steve and Loren for inviting this conversation. </div><div><br></div><div>Jeanette </div></div><div class="gmail_extra" style="font:14px/normal Helvetica;text-transform:none;text-indent:0px;letter-spacing:normal;word-spacing:0px;white-space:normal"><br><div class="gmail_quote">On Sun, Dec 7, 2014 at 10:22 AM, Randy Williams via Dialogue<span> </span><span dir="ltr"><<a href="mailto:dialogue@lists.wedgeblade.net" target="_blank">dialogue@lists.wedgeblade.net</a>></span><span> </span>wrote:<br><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;padding-left:1ex;border-left-color:rgb(204,204,204);border-left-width:1px;border-left-style:solid"><div dir="auto"><div>I would say that the goal of imaginal education is to change behavior. Our outmoded, out of date stories of reality (images) are at the root of all our problems. Example of an outmoded story--we can have unlimited economic growth on a finite planet--the story underlying climate change, global warming, and all the associated symptoms. </div><div>Randy <br><br>Sent from my iPad</div><div><div><div><br>On Dec 7, 2014, at 9:09 AM, Karenbueno via OE <<a href="mailto:oe@lists.wedgeblade.net" target="_blank">oe@lists.wedgeblade.net</a>> wrote:<br><br></div><blockquote type="cite"><div><font face="arial"><div><font style="background-color:transparent">Imaginal Education acknowledges that images affect behavior and that images can change. The goal of the Imaginal Educator is to change images by using a variety of teaching methods, one of which is the structured conversation model, called ORID. The goal of Imaginal Educators trained by the ICA has been to change a victim image to an image of one's individual power to affect one's life and the world.</font></div><div> </div><div>from Karen Bueno<span> </span></div><div> </div><div> </div><div style="font-family:arial,helvetica;font-size:10pt">-----Original Message-----<br>From: steve har via Dialogue <<a href="mailto:dialogue@lists.wedgeblade.net" target="_blank">dialogue@lists.wedgeblade.net</a>><br>To: Order Ecumenical ICA-USA <<a href="mailto:dialogue@lists.wedgeblade.net" target="_blank">dialogue@lists.wedgeblade.net</a>>; oe <<a href="mailto:oe@lists.wedgeblade.net" target="_blank">oe@lists.wedgeblade.net</a>>; Tatwa P. Timsina <<a href="mailto:tatwa@ica-nepal.org" target="_blank">tatwa@ica-nepal.org</a>><br>Sent: Sun, Dec 7, 2014 7:32 am<br>Subject: [Dialogue] Question about Imaginal Education 9these days<br><br><div style="margin:0px;font-family:Tahoma,Verdana,Arial,sans-serif;font-size:12px;background-color:rgb(255,255,255)"><pre style="font-size:9pt"><tt>In Nepal and India
Nelson Stover and Loren Weybright are collaborating on two schools one
in Nepal and one in Chikhale school in Maharastra.
Loren is onsite in Nepal for 3 months doing Action Plan projects with
the staff & teachers and curriculum design and coaching with
individual teachers.
In January they both will be in Maharastra at the Chickhale school for
a 2 day professional development.
Here is a question that needs an answer:
Just what is Imaginal Education, Now and how do you practice it?
Nelson asked this question and they are looking for a variety of
(simple) responses.
Can you share a sentence on Imaginal Education rom your experience,
short, simple?
--
Steve Harrington
PS if you want you can track developments in Nepal and Chikhale by
signing up at the Imaginal Education Collection upper right hand
corner here: <a href="https://wedgeblade.net/wordpress/imaginaleducation/blog/" target="_blank">https://wedgeblade.net/wordpress/imaginaleducation/blog/</a>
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