Imagination and Art Education: Possibilities and Educational Directions

As one direction to explore the ultimate significance of art education, this study explores the problem of imagination in art education by extending it to the broader educational perspective. In the field of art, the tasks and directions of art education warrant deeper discussion from the perspective of imagination, which enables the transformation of abstract concepts into spatial art through abilities such as concretization, visualization, and the development of visual, spatial, material, and sensory creativity. This study examines Kieran Egan’s five approaches to imagination from a pedagogical perspective, and seeks to identify the cognitive and aesthetic sensibilities manifested in artistic expression, as well as the pedagogical contact points and methodologies that emerge from this inquiry. Art is a 'form of life', and imagination, as the core of human sense-making, is not simply a 'power to think new things', but a power to think and act on more different conditions of life. Education is a process of developing the ability to see and renew the world again, and this is made possible by imagination. Art education is an educational field that can implement this in a high density, and it enables the pedagogical integration of sensation, emotion, cognition, metacognition, meaning generation, practice-empathy.