ABSTRACT
So far we have been considering the imagination in general, trying to bring together a sense of its pervasiveness in thinking and its potential value to education. While we might now have a better grasp on imagination than has been common in educational discourse, and reasons to take it more seriously in educational practice than has been usual, there remain some obstacles in the way of direct implementation. There are technical problems in how one might go about developing imagination with a typical class of students while teaching the typical content required by governmental curriculum documents, and there is also a particular theoretical problem.
