By Zuzana Vasko (PhD, Lecturer, Faculty of Education, Simon Fraser University; Artist) For me, one of the great values of imagination is that it affords us the ability to empathise with others. It is a feat of imagination, after all, to understand what it might be like to be in the situation of another, to feel […]
Category: CIRCE
STEAM: Learning Science Through Art, Imagination, and Creativity
By Jailson Lima (PhD, Teacher, Chemistry Department, Vanier College; Art & Science Project website) Norman Jackson developed the powerful idea that creating knowledge is part of a unique process that takes place in our embedded learning ecology. I teach a course on creativity as part of the Master Teacher Program at the University of Sherbrooke in […]
Understanding Inquiry as the Practice of Freedom
In an attempt to more adequately understand the nature of inquiry, one eventually – and quite necessarily – runs into questions of philosophic purpose. Fortunately enough for us, educational theory isn’t terribly shy in this regard. Economic utility, building a peaceful and pluralistic society, and honouring students’ nascent potential all have staked their claim to […]
Onjibaa: She Comes From a Certain Place
Greetings colleagues! The SFU Surrey Faculty of Education seminar series From the Ground Up continued last week with a presentation by Dr. Alanaise Onizichin Goodwill, an Indigenous scientist-practitioner and educator in Counselling Psychology at SFU Surrey. Dr. Goodwill is one of very few Indigenous Registered Psychologists in British Columbia, and practices active counselling service within […]
The Visceral Imagination: Dialogue Series on Imagination in Research and Teaching Begins
By Samuel Chen (Research Assistant, SFU Education Research Assistant) This past Thursday, I had the opportunity to attend the Possible’s Slow Fuse’s inaugural session featuring Dr. Celeste Snowber. This is the first in a six part Dialogue series being co-hosted between the Research Hub and CIRCE. Being new to the Faculty of Education and having just […]
