ABSTRACT
Imaginative teaching does not necessarily produce the capacity for imagination in pupils. They can be overstimulated by variety, and often it is the teacher's ideas that are expressed and not the pupils. Being an enabler of pupil's learning is an unselfish task and imaginative teachers do not necessarily excel in qualities of humility and standing back and giving space to others. The importance of practising empathy, especially with what may appear strange and uncongenial, is a major aspect of Religious Education (RE). It is easy for people to misunderstand religious language and ritual. There is a very strong tendency to take literally what needs imaginative interpretation. Much religious language is not primarily informational but inspirational in becoming more and more aware of the extraordinary ramifications of the few essential truths. Imagination extends the possibilities of knowledge. Often people think of imagination as necessarily fantasy far removed from reality.
