ABSTRACT
This chapter engages with the OECD's educational framework using a specific foothold, namely, the Deweyan theory of imagination and understanding of the role courage plays in educational practices. It argues that imagination and courage are inestimable educational features, and the eclipse of them, is, at the very same time, the eclipse of education as openness, meaning-creation, and projection into the future. The chapter also argues that imagination has a basic cognitive function as "the medium of realization of every kind of thing which lies beyond the scope of direct physical response". It addresses the wider function of imagination, which is opening given possibilities and thus creating space for newness. The chapter analyzes the key role of imagination in the making of facts, meanings and conscious experience. It also analyzes the relation between imagination, inquiry and knowledge. The chapter attempts to develop the relationship between unpredictability and education and explains the role of courage in education.
