This article offers a synthesis of my recently completed doctorate study of Rudolf Steiner's notion of imaginative teaching. Seven original imaginative teaching methods (drama, exploration, storytelling, routine, arts, discussion and empathy) are introduced via phenomenological moments, followed by analysis and discussion. The article concludes with the argument that, whether or not the quality of these methods depends on the ethnographic context in which they were identified (Steiner schools), the methods might nonetheless inspire modification of existing efforts in mainstream education to cater for the imagination.
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