This paper explores the implementation and evaluation of Imagination Agents, a mixed‐methods case study, with young people aged 12–13, funded by a Royal Society of Arts Catalyst Award. The project was grounded in a flexible theory that imagination enables the necessary originality for creativity, enabling learners to construct personal understandings of their own learning which equate to metacognition, with this enabling the self‐awareness and confidence for personal and, in turn, social/democratic agency. Life in a posthuman world necessitates the creation of new understandings, which can be produced through the application of imagination and agency, towards the conceptualisation and facilitation of positive change. Supporting learners to develop imagination and understand it metacognitively could result in personal agency which better equips them as participants within and activators of healthy environments. Based on Burns' (2024) models of cognitive/metacognitive imagination, we tried to support imagination and agency through a focus on the local environment. Implementation of the pedagogy and evaluation was very challenging in the school context. There was little space for imagination and agency. In conclusion, we consider how we might create such a space.

中文翻译：

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想象空间？探索实施基于艺术的元认知方法以支持想象力作为通往能动性的途径的挑战


本文探讨了 Imagination Agents 的实施和评估，这是一个混合方法案例研究，针对 12-13 岁的年轻人，由皇家艺术学会催化剂奖资助。该项目基于一个灵活的理论，即想象力为创造力提供了必要的独创性，使学习者能够构建对自己学习的个人理解，这等同于元认知，从而使个人以及社会/民主能动性的自我意识和信心成为可能。后人类世界的生活需要创造新的理解，这些理解可以通过应用想象力和能动性来产生，以实现积极变化的概念化和促进。支持学习者发展想象力并从元认知上理解它可能会导致个人能动性，从而更好地使他们成为健康环境中的参与者和激活者。基于 Burns （2024） 的认知/元认知想象力模型，我们试图通过关注当地环境来支持想象力和能动性。在学校环境中，教学法和评估的实施非常具有挑战性。几乎没有想象和能动性的空间。总之，我们考虑如何创造这样的空间。