Childhood, Artistic Creation, and the Educated Sense of Place

Abstract

The distinction made here between "rootedness" and a "sense of place" is exemplified in the work of a number of poets, and parallels are drawn to the classic developmental psychological theory of Jean Piaget. This comparison suggests, however, that there are critical lacunae in this theory with respect to the mental abilities required by the creative imagination. The requisite reevaluation of this theory, in turn, suggests ways in which curricula can be developed that can help foster not only the child's sense of place but that of designers and planners as well. An experimental curriculum of this sort is elucidated, and its possible implications are suggested.