Inciting Imagination EDU
with Stephen Hurley
Economist Milton Friedman once wrote, "Only a crisis - actual or perceived - produces real change. When that crisis occurs, the actions that are taken depend on the ideas that are lying around." This series of conversations is based on the belief that, if we're going to have good ideas lying around, we need to nurture—even INCITE—imagination. Join us as we explore with scholars, journalists, educators and policy thinkers about what it means to focus on imagination—in its many different forms and iterations!


All Episodes

Dr. Aharon (Roni) Aviram is a philosopher of education and education futurist at Ben Gurion University in Israel.

We gather today around his thinking about education change and, in particular, the idea of replacing the rather anachronistic…


Rob Hopkins is a climate activist, community organizer and, most recently, the author of “From What Is to What If: Unleashing the Power of Imagination to Create the Future We Want”.

In this conversation, we talk about his own journey into thinking…


We often speak of imagination as something personal and difficult to see. In this conversation with Steve Paikin and John Challinor, however, we explore the idea of a political imagination: how to talk about it, where we’ve seen it in the past, and…


Walter Brueggemann is one of the most prolific and beloved Bible interpreters of our time. He is the author of over one hundred books and numerous scholarly articles and has the unique ability to bring that scholarship to those outside the academy….


Setting the context for Inciting Imagination EDU.



Stephen G. Hurley
Chief Catalyst, voicEd Radio Canada

Stephen Hurley has spent nearly 40 years as an educator. He has experience as a classroom teacher, a curriculum consultant, a teacher educator and a policy observer.

He has a strong relationship with the EdCan Network (formerly the Canadian Education Association), an organization that inspired the launch and evolution of voicEd Radio Canada.

Hurley believes that stronger connections between education research, practice and policy are essential to the type of change that will be necessary in Canada's public education systems moving forward.