Imaginal Education
Where do positive images transform people, organizations and communities to create positive behaviors and actions?
Imaginal Education is a self-image based learning approach
to create positive images resulting in positive actions
HIGHLIGHTS
“Imaginal Education: Releasing Maximum Potential Through Image Shift”,
by Elise Packard, Miriam Patterson and Jane Stallman, describing Imaginal Education, 2010
AUDIO BRIEF of the document, 19 minute”Deep Dive” by AI Notebook LM
AI SUMMARY BRIEF: “Introduces Imaginal Education as a learning philosophy developed by the Ecumenical Institute and the Institute of Cultural Affairs, aimed at releasing human potential by addressing and shifting behavioral patterns. It describes the theoretical framework of Imaginal Education, rooted in “Image Theory,” which posits that individuals operate based on images or perceptions that govern their behavior and can be changed to alter that behavior. The paper presents the Kaleidoscope Design Process, a practical model that utilizes various toole to facilitate this image shaping and shifting. Finally, it illustrates the application of Imaginal Education through examples demonstrating its effectiveness in fostering positive behavioral change and enabling individuals and groups to achieve greater self-sufficiency.”
“A Practical Application of Imaginal Education” by Carol Pierce, 1979
A 10 minute AI Notebook audio “Deep Dive” into Imaginal Education
Global demonstrations of Imaginal Education are still going on:
THE LEARNING BASKET
Starting in 1997, the LEARNING BASKET program is based on four concepts of child development and adult learning research: parents and caregivers are babies’ first and most influential teachers; children learn through play; the first three years of life are critical in a child’s brain development; and any object can be a tool for teaching and learning.
4 SCHOOLS WITHIN THE PRESCHOOL
The 5TH CITY PRESCHOOL, launched in 1964, recognized the rapid brain development of a child from its birth and the first five years of life. Therefore four schools were designed within those ages to guide the development of each year. The Preschool has had more than 65 years of graduating preschoolers who excel in elementary school.
JOB TRAINING SUCCESS
Beginning in Chicago in 1981, TRAINING, INC. spread to Boston, Indianapolis, New Orleans, Newark, Pittsburgh and Washington, D.C, demonstrating success in finding thousands of jobs for the unemployed and enabling job retention. See video (right) to celebrate “I got a job” at the ongoing Boston Training, Inc.
JUNIOR HIGH RITES OF PASSAGE
Junior High RITES OF PASSAGE were developed for their 6th grade through 9th grade years. Sixth graders went on a one month summer trip created as a rite of passage from childhood to becoming teenagers. For their seventh and eight grade years they participated in an in-residence Student House. Their ninth grade year was a year abroad where they experienced globally and a new independence before returning to high school.
TRANSFORMING COMMUNITY
After a decade of demonstrating transformation in 5th City, Human Development Projects were started in every time zone around the world using a comprehensive development approach (see Human Development Projects). More recently in Athens, Georgia, the SWAMP GRAVY production has demonstrated that community transformation can occur with an emphasis on the arts. This production, telling the Athens community story, not only Athens, but attracted thousands to hear about it, as far away as the Kennedy Center in Washington, DC.
What if …
… the purpose of education was to create positive images resulting in positive behavior?
… individuals were empowered to change their images to release their mystery, depth and greatness?
… communities created images that empowered residents to address their challenges and create the community they desired?