Imagination‑Driven Learning as a Pathway to More Optimistic Futures for and through Education

• In Event: Transformative Visions for Arts Education

Abstract

This paper presents a framework that positions the imagination as the central driver of all learning. It moves learners beyond traditional knowledge transmission toward authentic and multisensory engagement with the real world, empowering them to become designers of their future. The framework was translated into a futures‑thinking, theater‑ and process‑drama‑based program and implemented in a U.S. middle school. Using a design‑based approach, we examined how the program supported students in using their imagination to address societal challenges. Preliminary findings from focus group interviews indicate that students responded positively to the program's opportunities for multisensory engagement, perspective-taking, real-world problem-solving, and the development of relevant skills. However, deeper analysis is needed to inform the refinement and future implementation of the framework.

Authors

• Bregje van Geffen, Arizona State University

• Jenny Millinger, Childsplay Theatre Company