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Journal articles on the topic 'Imagination'
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Mujiati, Dwi Sinta, Eggy Fajar Andalas, and Arif Setiawan. "Hubungan bentuk imajinasi dengan kata konkret dalam pantun karya siswa kelas VII SMP." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 7, no. 2 (June 3, 2024): 303–14. http://dx.doi.org/10.30872/diglosia.v7i2.963.
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Junior high school students are taught to write rhymes, which leads to a number of interesting phenomena. This study focused on imagination and concrete words in rhymes written by students. This study aims to describe the relationship between the use of imagination and concrete words chosen by grade VII junior high school students. The method used is qualitative research with a correlational approach, where there are two variables, namely imagination and concrete words that will be analyzed the relationship between the two. At the level of text analysis, the results of the analysis show that there are three imaginations used, namely visual, auditive and tactile imagination while the concrete words used are classified into four, namely concrete words that describe an object, a place, food and drink, and fruits. The results showed a relationship between students' imagination and the use of concrete words in written rhymes. This is influenced by the student's ability to concretize the chosen word. Students who are more imaginative will use concrete words more creatively and create a stronger imagination in student rhymes.
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Berenbaum, Shawna. "Imagination Nourishes Dietetic Practice: 2005 Ryley-Jeffs Memorial Lecture." Canadian Journal of Dietetic Practice and Research 66, no. 3 (September 2005): 193–96. http://dx.doi.org/10.3148/66.3.2005.193.
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Albert Einstein once stated that imagination is more important than knowledge. How important is imagination to the dietetic profession? What have been the imaginations of dietitians over the years? Where would we be today without these imaginations? Can imagination be fostered and developed? What future imaginations will shape the dietetic profession? This article explores the phenomenon of imagination and why it is important to dietetic practice.
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Roszak, Piotr, and John Anthony Berry. "Moral Aspects of Imaginative Art in Thomas Aquinas." Religions 12, no. 5 (May 1, 2021): 322. http://dx.doi.org/10.3390/rel12050322.
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For Thomas Aquinas, the imagination, being one of the “inner senses”, is a doorway to attain true knowledge. In this paper, we first analyze his lexicon in this regard (imaginatio and phantasia). Second, we discuss imagination as the subject matter of the intellectual virtues, which facilitate cognition and judgment. The development of imagination is the foundation of his vision of education not only on the natural but also on the supernatural level. Third, we explore Aquinas’ moral assessment of imaginative art and finally its influence on shaping the character. This influence occurs on two levels: it is assessed from the perspective of charity, justice, prudence and purity, namely to what extent the art serves these values, whereas the second criterion is beauty.
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Talley, Jared L. "Computer Generated Media and Experiential Impact on our Imaginations." Techné: Research in Philosophy and Technology 25, no. 2 (2021): 260–83. http://dx.doi.org/10.5840/techne202168142.
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The human imagination is puzzling. Barring extreme cases, every person has an intimate relationship with their own imagination, and although the constitution of that relationship may itself be obscure, we should not assume that it is thus inconsequential. This raises the salient question of this essay: How is imagination consequential? I develop an account of the imagination that helps to evaluate the impact of digital manipulation through Computer Generated Media on our imaginations, especially as it occurs in media-saturated societies. This essay proceeds in four parts. First, I briefly develop an account of the imagination that serves this evaluation. Second, I describe how digital technology is able to impact our imaginations. Third, I explore the impacts that this has on our imaginations—what I label the horizontal and vertical stretching of our imaginations. Lastly, I consider plausible consequences of stretching our imaginations with digital technologies.
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Nordon, Didier. "Rigoureuse imagination, imaginative rigueur." Quadrature, no. 74 (September 4, 2009): 44–45. http://dx.doi.org/10.1051/quadrature/2009017.
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Judson, Gillian. "Engaging and Cultivating Imagination in Equity-Focused School Leadership." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 252–64. http://dx.doi.org/10.29173/ijll11.
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Research on equity-focused school leadership reveals how it is relational, emotional, and activist. This paper adds imaginative to this set of leadership qualities. First, imagination is conceptualized as soil. Thinking of imagination in this grounded, ecological way can help address misconceptions around what imagination is and does in the context of school leadership. The next section outlines some of the relational, emotional, and activist features of equity-focused school leadership that are rooted in imagination. Imaginative Education is introduced as a theoretical framework that offers a practical set of (cognitive) tools that leaders may employ to cultivate imagination in pursuit of equity in their schools. The paper concludes with recommendations for future research.
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SƏFƏRLİ, A. M. "KİÇİKYAŞLI MƏKTƏBLİLƏRİN YARADICI TƏXƏYYÜLÜNÜN FORMALAŞMASI XÜSUSİYYƏTLƏRİ." Actual Problems of study of humanities 2, no. 2024 (July 15, 2024): 249–52. http://dx.doi.org/10.62021/0026-0028.2024.1.249.
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Features of the Formation of the Creative Imagination of Younger Schoolchildren Summary The article explores the stages of development of imagination, components of imagination, characteristics of imaginative abilities of primary school students, and issues such as the role of speech, attention, memory, and reading lessons in the development of imagination. Additionally, the article investigates the fundamental conditions that create opportunities for the development of creative imagination in students. Key words: Formation characteristics of creative imagination in primary school students
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Ten Eycke, Kayla D., and Ulrich Müller. "Drawing links between the autism cognitive profile and imagination: Executive function and processing bias in imaginative drawings by children with and without autism." Autism 22, no. 2 (November 8, 2016): 149–60. http://dx.doi.org/10.1177/1362361316668293.
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Little is known about the relation between cognitive processes and imagination and whether this relation differs between neurotypically developing children and children with autism. To address this issue, we administered a cognitive task battery and Karmiloff-Smith’s drawing task, which requires children to draw imaginative people and houses. For children with autism, executive function significantly predicted imaginative drawing. In neurotypically developing controls, executive function and cognitive-perceptual processing style predicted imaginative drawing, but these associations were moderated by mental age. In younger (neurotypically developing) children, better executive function and a local processing bias were associated with imagination; in older children, only a global bias was associated with imagination. These findings suggest that (a) with development there are changes in the type of cognitive processes involved in imagination and (b) children with autism employ a unique cognitive strategy in imaginative drawing.
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Skovsmose, Ole, Priscila Lima, and Miriam Godoy Penteado. "Pedagogical Imagination in Mathematics Teacher Education." Education Sciences 13, no. 10 (October 21, 2023): 1059. http://dx.doi.org/10.3390/educsci13101059.
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After providing a brief summary of what has already been said about pedagogical imagination, data are presented showing how prospective mathematics teachers can become engaged in such imaginations. With reference to this data, the notion of pedagogical imagination is explored further by relating it to dialogue, social justice, mathematics, hope, and sociological imagination. To illustrate these relationships, different episodes from the data are highlighted. Finally, the central role that pedagogical imagination can play in mathematics teacher education is discussed.
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Barley, Blake, John Clay, Ivan Vargas, Michael Scullin, and Darya Zabelina. "0077 Sleep and Imagination: Poor Sleep Quality is Associated with More Complex and More Goal-Directed Imaginations." SLEEP 46, Supplement_1 (May 1, 2023): A35. http://dx.doi.org/10.1093/sleep/zsad077.0077.
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Abstract Introduction The relationship between sleep and creativity is complex. Typically, better sleep quality and greater sleep quantity is associated with better cognitive functioning. Despite this general rule, people who demonstrate higher than average levels of creativity are more likely to report worse sleep quality and more insomnia symptoms. The current work investigated sleep health in relation to precursors to creativity: imagination frequency, emotion, complexity, and goal-directedness. Methods Two hundred and thirty-seven undergraduate student participants completed demographic questionnaires and self-report measures of imagination (Four-Factor Imagination Scale), sleep (Pittsburgh Sleep Quality Index), and insomnia symptoms (Insomnia Severity Index; Ford Insomnia Response to Stress Test). Results Individuals with low sleep quality/quantity, higher insomnia severity, and higher levels of sleep reactivity were those with the most complex imaginations (i.e., imaginations that are rich in details). These associations were generally stronger in female participants than male participants. Furthermore, individuals with higher sleep reactivity also demonstrated more goal-directed imagination (e.g., daydreams have clear goals/outcomes, involve planning the future). Frequency and emotional valence of imaginations were unrelated to sleep measures. Conclusion Individuals, and particularly females, with more complex and goal-directed imaginations were more likely to experience worse sleep quality. These findings aligned with the theoretical view that diminished inhibitory control (resulting from poor sleep) can benefit some aspects of creative thinking. Experimental work is needed to determine the causal direction of sleep—imagination associations. Support (if any) National Science Foundation (1920730).
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Stadler, Jane. "Imitation of Life: Cinema and the Moral Imagination." Paragraph 43, no. 3 (November 2020): 298–313. http://dx.doi.org/10.3366/para.2020.0342.
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The influence of film's compelling images, characters and storylines has polarized perspectives on cinema and the moral imagination. Does film stimulate the audience's imagination and foster imitation in morally dangerous ways, or elicit ethical insight and empathy? Might the presentation of images on screen denude the capacity to conjure images in the mind's eye, or cultivate the imaginative capacity for moral vision as spectators attend to the plight of protagonists? Using Imitation of Life (Douglas Sirk, 1959) to interrogate paradoxical perspectives on the cinematic imagination, this article develops an account of the moral imagination focusing on sensory, emotional and empathic aspects of the audience's imaginative relationship with screen characters and their innermost thoughts and feelings.
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Carriere, Kevin R. "“We Are Book Eight”: Dialoging the collective imagination through literary fan activism." Culture & Psychology 24, no. 4 (August 28, 2018): 529–44. http://dx.doi.org/10.1177/1354067x18796805.
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This paper will explore how individuals employ imagination through collective action. First, I will outline a definition of imagination, focusing on how the dialogic nature of imagination provides an overarching framework for individuals focused on producing change. Next, I will discuss symbolic resources as a way to link one’s imagination with another’s. Qualitative interviews from The Harry Potter Alliance will be examined as a case where collective action is taken through shared resources. It will highlight how placing real-world issues in dialogue with imaginary constructs can assist in sharing imaginations toward worlds of what-if. Discussions around the relational aspect of collective imagination will end the paper.
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Wulandari, Nyimas, and Suyadi Suyadi. "Creative Imagination in Islamic Education Neuroscience Perspective." Alfuad: Jurnal Sosial Keagamaan 6, no. 2 (December 13, 2022): 29. http://dx.doi.org/10.31958/jsk.v6i2.6736.
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This article aims to develop creative imagination thinking in students with neuroscience-based learning based on Islamic learning. This research is a type of librarian research. In the golden period that occurs for children, all aspects can develop rapidly so that it requires stimulation that can optimize it, one of which is creative imagination. As it is known that this creative imagination has not been developed too much in education, even imagination is a distraction in children's learning. However, many historical scientists put forward creative imagination. This shows that creative imagination is not a learning disorder but a way to optimize thinking patterns and brain function to the fullest. Such as activities in learning that can provide a stimulus to children's imaginations such as playing music, singing prayers, making unique paintings, etc
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Kumar, Sharat. "Imagination: Springboard of Management." Paradigm 1, no. 2 (January 1998): 32–35. http://dx.doi.org/10.1177/0971890719980205.
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Imagination distinguishes man from all other living things. It is not at all a matter of inheritance. Complex imaginative manipulations are dealt with by use of symbols. Human imagination has a style. Yet, it is the same ability which has led to an inner conflict between individual and modern society. The author advocates that the close inter-relationship of imagination, art and management is unassailable
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Setyawan, Yusak Budi. "The Clash of Imaginations on the Identity of the Messiah in Luke 7:18−35 in the Perspective of Harari’s Theory of Imagination." Biblical Theology Bulletin: Journal of Bible and Culture 54, no. 2 (May 2024): 108–19. http://dx.doi.org/10.1177/01461079241252823.
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From the perspective of Harari’s theory of imagination, the narrative of Luke 7:18−35 displays the clash of imaginations between John and Jesus regarding the identity of the Messiah. It appears that Jesus tries to beat John’s imagination about the identity of the Messiah by lowering the position of John in the Kingdom of God. Clashing with John’s imagination, Jesus builds up the imagination of the Messiah as a figure who presents the Kingdom of God which includes the individual transformation, the transformation of social relationships in the community, the transformation of social structures, and the transformation of the world.
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Burger, Willie. "Taal as “ingang” tot die wêreld: reis, verbeelding, herinnering en identiteit na aanleiding van Breytenbach se A Veil of Footsteps." Tydskrif vir Letterkunde 46, no. 2 (November 9, 2017): 184–200. http://dx.doi.org/10.17159/2309-9070/tvl.v.46i2.3444.
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Travelling is a central motive in A Veil of Footsteps (and in Breytenbach’s oeuvre). In this work, travelling is a metaphor for imagination. Breytenbach pleads for continual travelling because “the earth needs to be discovered and remembered again and again”. Breytenbach suggests that discovery and remembering require imagination. In the first part of this article the dependancy of imagination on language (the “footsteps” of the title) is investigated, using Paul Ricoeur’s concept of a “semantic imagination”. In the second part of the article three implications of imagination’s dependancy on language is identified in A Veil of Footsteps. Firstly the close tie between imagination and memory (the book is described as a memoir); secondly the importance of imagination for identity; and thirdly the need for imagination to enable an ethical response for one’s actions, are examined.
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Claessens, Guy. "Imagination as Self-knowledge: Kepler on Proclus' Commentary on the First Book of Euclid's Elements." Early Science and Medicine 16, no. 3 (2011): 179–99. http://dx.doi.org/10.1163/157338211x572843.
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AbstractThe Neoplatonist Proclus, in his commentary on Euclid's Elements, appears to have been the first to systematically cut imagination's exclusive ties with the sensible realm. According to Proclus, in geometry discursive thinking makes use of innate concepts that are projected on imagination as on a mirror. Despite the crucial role of Proclus' text in early modern epistemology, the concept of a productive imagination seems almost not have been received. It was generally either transplanted into an Aristotelian account of mathematics or simply ignored. In this respect, Johannes Kepler is a remarkable exception. By rejecting the traditional meta-mathematical framework, Kepler was the first to incorporate the productive side of imagination within an early modern philosophy of mathematics. Moreover, by securing imagination's sensory input, he transformed Proclean imagination into a tool for cosmic self-knowledge.
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Putman, Daniel. "Can a Secularist Appreciate Religious Music?" Philosophy 83, no. 3 (July 2008): 391–95. http://dx.doi.org/10.1017/s0031819108000740.
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AbstractDavid Pugmire has argued that secularists can genuinely appreciate religious music because of our imaginative powers combined with the ‘Platonic’ nature of the emotions expressed in such music. I argue that Pugmire is wrong on both counts. Religious music is ‘Platonic’ not because it is subject to levels of imagination but because it has a definite object which makes imaginative readings inferior. Moreover, since religious music does have a clear object taken by the believer as real, a gap exists that cannot be bridged by the imagination of the secularist, even imagination of the emotional ‘last instance’.
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Alshalan, Amjad. "الخيال التحليلي: استكشاف الخيال في الكتابات القديمة والمعاصرة." Arts for Linguistic & Literary Studies 6, no. 1 (March 14, 2024): 609–23. http://dx.doi.org/10.53286/arts.v6i1.1800.
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The paper examines the concept of imagination from a creative perspective, focusing on a central question concerning the author's level of control over the imaginative nature of his work. Using a comparative textual analysis approach, the discussion looks at specific writings to find similarities and differences in order to clarify the complex relationship between literature and imagination. The paper is organized into an introduction, two analytical sub-sections titled "Imagination" and "Analytical Imagination," and a conclusion. The introduction included a brief literature review as well as the methodological approach, which guided the main research questions about the relationships between literature and imagination and how those connections affect the interpretation process. It concludes with a reflection on the evolution of the Romantic notion of the poetic imagination in modern times (as envisioned by Pound and Beckett) and establishes a link between Aristotle's Mimesis and the concept of analytical imagination.
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Judson, Gillian, and Meaghan Dougherty. "Imagination as a catalyst for Relational Leadership: Educational leaders’ perspectives." International Journal for Leadership in Learning 24, no. 1 (May 12, 2024): 5–35. http://dx.doi.org/10.29173/ijll43.
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This research examines the role of imagination in relational leadership. Specifically, the following question was explored through a case study of a unique offering of an imagination-focused MEd program in Educational Leadership in a large, public research institution in British Columbia, Canada: How do participants understand imagination’s role in leadership after completing a two-year imagination-focused MEd leadership program? The 13 participants—all aspiring and emerging leaders in their professional settings—shared their developing conceptions of leadership, imagination, and the role of imagination in educational leadership. Participants articulated how imagination contributes to understanding themselves as leaders, engaging others with empathy, and building connections. The relational role of imagination was a dominant theme. According to participants, imagination is necessary for forming and enriching relationships, and reciprocally, relationships enhance imagination. Participants indicated how imagination supports their sense of belonging; imagination allowed participants to see themselves as potential leaders, and to feel they belonged “at the leadership table.” According to these preliminary findings, imagination may also create more opportunity in leadership. Overall, imagination emerges in this study as promoting not only relational, but humanizing leadership practices. This research contributes to understandings of relational leadership and highlights directions for future research. It identifies new directions for supporting equity and diversity in educational leadership and has clear implications for leadership education.
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Konacheva, Svetlana A. "IMAGINATION AND METAPHOR IN THEOLOGICAL LANGUAGE." RSUH/RGGU Bulletin. Series Philosophy. Social Studies. Art Studies, no. 3 (2020): 48–63. http://dx.doi.org/10.28995/2073-6401-2020-3-48-63.
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The paper investigates the religious language interpretation in the contemporary continental philosophic theology. The author presents the central role of the imagination and metaphor in theological language. The diacritical hermeneutics of Richard Kearney is analyzed as an example of the theological language transition from the theologics to theopoetics. Modifications in the theological language are associated with transformations in the understanding of theology itself, which becomes a topological and tropological study. It considers the interpretation of imagination in Kearney’s early works, his attempts to describe “paradigmatic shifts” in the human understanding of imagination in different epochs of Western history. The author highlights mimetic paradigm of the pre-modern imagination, productive paradigm of the modern imagination and parodic paradigm of the postmodern imagination. Analysis of Kearney’s “biblical” interpretation of imagination allows one to understand the imagination as the point of contact of God with humanity. She also considers how Ricoeur’s theory of metaphor influences the development of the poetic language in postmodern Christian theology and demonstrates that poetic and religious languages are brought together by an “imaginative variations”. The author argues that turning to imagination in religious language allows theological hermeneutics to move from the static to kinetic images of God.
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Paris, William Michael. "Assata Shakur, Mamphela Ramphele, and the Developing of Resistant Imaginations." Critical Philosophy of Race 4, no. 2 (July 1, 2016): 205–20. http://dx.doi.org/10.5325/critphilrace.4.2.205.
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Abstract This article will continue Jose Medina's work on “resistant imaginations” by developing the concepts of “internal resistant imagination” and “external resistant imagination” through readings of Assata Shakur's and Mamphela Ramphele's autobiographies. By introducing the problem of location and its relation to race it will show that one's geographical location affects their location in relation to hegemonic imaginations. This in turn requires different strategies of resistance. Using Medina's work this article will argue that Shakur and Ramphele explore these two different avenues for undoing harmful truths within racist and sexist hegemonic imaginaries.
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Husárová, Zuzana, and Karel Piorecký. "Technological imagination as a source of the culture of neural networks." Ars Aeterna 15, no. 2 (December 1, 2023): 1–21. http://dx.doi.org/10.2478/aa-2023-0007.
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Abstract The study represents a partial output of research on the culture of artificial neural networks, as the authors call the cultural complex, in which a number of different actants participate (technologies, their users, results of the generation process, their recipients, media, etc.) and which is constituted by language games that have a performative function. The aim of this study is to conduct a media-archaeological insight into the imaginative layer of these language games and to point out that one of the sources of neural network culture is precisely the deeply historically anchored technological imagination. The genealogy of this imagination is traced in the study from its ancient origins to the 1950s, when the idea of the artificial mind was transformed into a scientific theorem and founded the research field of artificial intelligence. In this way, the paper draws attention to the fact that when we think and talk about artificial intelligence, we are talking about a set of imaginations that should not be confused with reality, but rather treated as technological fictions.
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Vyshedskiy, Andrey. "Imagination in Autism: A Chance to Improve Early Language Therapy." Healthcare 9, no. 1 (January 11, 2021): 63. http://dx.doi.org/10.3390/healthcare9010063.
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Children with autism often have difficulties in imaginative play, Theory of Mind, and playing out different scenarios in their minds. Research shows that the root of these problems may be the voluntary imagination network that involves the lateral prefrontal cortex and its long frontoposterior connections to the temporal-parietal-occipital area. Previously disconnected visuospatial issues (stimulus overselectivity and tunnel vision) and language issues (lack of comprehension of spatial prepositions and complex recursive sentences) may be explained by the same voluntary imagination deficit. This review highlights the new insights into the mechanism of voluntary imagination, its difference from involuntary imagination, and its unusually strong critical period. Clearer developmental terminology and a better understanding of voluntary imagination have the potential to facilitate communication between therapists and parents, and improve therapy outcomes in children.
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Vyshedskiy, Andrey. "Imagination in Autism: A Chance to Improve Early Language Therapy." Healthcare 9, no. 1 (January 11, 2021): 63. http://dx.doi.org/10.3390/healthcare9010063.
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Children with autism often have difficulties in imaginative play, Theory of Mind, and playing out different scenarios in their minds. Research shows that the root of these problems may be the voluntary imagination network that involves the lateral prefrontal cortex and its long frontoposterior connections to the temporal-parietal-occipital area. Previously disconnected visuospatial issues (stimulus overselectivity and tunnel vision) and language issues (lack of comprehension of spatial prepositions and complex recursive sentences) may be explained by the same voluntary imagination deficit. This review highlights the new insights into the mechanism of voluntary imagination, its difference from involuntary imagination, and its unusually strong critical period. Clearer developmental terminology and a better understanding of voluntary imagination have the potential to facilitate communication between therapists and parents, and improve therapy outcomes in children.
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Byrne, Ruth M. J. "The rational imagination and other possibilities." Behavioral and Brain Sciences 30, no. 5-6 (December 2007): 470–76. http://dx.doi.org/10.1017/s0140525x07002774.
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AbstractIn this response I discuss some of the key issues raised by the commentators on The Rational Imagination. I consider whether the imaginative creation of alternatives to reality is rational or irrational, and what happens in childhood cognition to enable a rational imagination to develop. I outline how thoughts about causality, counterfactuality, and controllability are intertwined and why some sorts of possibilities are more readily imagined than others. I conclude with a consideration of what the counterfactual imagination is for.
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Figlio, K. "Historical imagination/psychoanalytical imagination." History Workshop Journal 45, no. 1 (1998): 199–222. http://dx.doi.org/10.1093/hwj/1998.45.199.
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Nurtanto, Levana Vivian, and Liem Satya Limanta. "Simultatem Chronicles: The Fear of Imagination and Discrimination and Their Impacts on Preteenagers." K@ta Kita 9, no. 3 (January 6, 2022): 290–96. http://dx.doi.org/10.9744/katakita.9.3.290-296.
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This short story series is a coming-of-age and dystopian series that focuses on the impacts of the fear of imagination and discrimination on preteens and how they cope with it. This fear is shown through a virus named imaginatio virus, a special virus that attacks the main characters to induce imagination. The government made imagination-prevention and discrimination rules to get rid of the virus completely. We explore how the fear of imagination and discrimination affect the four main characters in each story. We apply the theory of social influence, discrimination, and coping mechanisms to show how Dylan, Elias, Bryna, and Corina deal with the effects of discrimination. In our creative work, we show that the four main characters succeed in being confident by focusing on the strength in themselves, finding help in trusted people, and not dwelling in the problem. Keywords: imagination, short stories, discrimination, dystopian, coming-of-age
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Rathouzská, Lucie. "The Unknowability and Imagination in Mystical Doctrines of the Late Medieval English Mysticism." Religions 14, no. 7 (July 6, 2023): 878. http://dx.doi.org/10.3390/rel14070878.
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There are three English authors of the fourteenth century we may call “imaginative mystics” because of their use of imagination in spiritual praxis, i.e., Richard Rolle, Walter Hilton, and the unknown author of the Cloud of Unknowing. However, recently, there has been some criticism expressed regarding these doctrines; in particular, there is a question of whether a spiritual praxis, which includes imaginative images, can keep the principle of the unknowability of God. There is also a question of sensual perception. Imaginative images keep some attributes of sensual perception, such as shape, and they always have some spatiality and temporality. There is a question: how can these images depict the spiritual nature of God and spiritual objects themselves? There is even a possibility that imagination darkens contemplative vision and turns the soul’s attention back to the world. In this paper, I will try to show how these three English authors kept the principle of God’s unknowability and what the role of the imagination in their spiritual praxis is.
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Diéguez, Mónica Poza. "Magia bruniana y socialismo utópico : el concepto de imaginación dialéctica de Alfonso Sastre en "dónde estás ulalume, dónde estás"." Acta Hispanica 15 (January 1, 2010): 43–56. http://dx.doi.org/10.14232/actahisp.2010.15.43-56.
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“In 1978 Alfonso Sastre (1926-) published his Crítica de la imagination, a capital work to understand his theory of drama, as Sastre defines and concretes the force of his writing on it. Imagination becomes a decisive element in Sastre's works as he has stated in multiple interviews and in the present book as well –which is the first in a series of publications regarding the topic. In this article I analyze the concept of “dialectic imagination” as proposed by Alfonso Sastre in relation with that other concept of imaginatio developed by the hermetic tradition from Classical antiquity to Neoplatonism. More precisely, I will focus my analysis of ¿Dónde estás, Ulalume, dónde estás? (1990) to underline the connections between Sastre's dialectic imagination and some interpretations regarding the works and thinking of Giordano Bruno.”
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Batista, Ozaias Antonio, and Ana Laudelina Ferreira Gomes. "CHILDHOOD IN THE SHADOW OF A LIME AND ORANGE BLOSSOM." Revista Inter-Legere 1, no. 22 (August 9, 2018): 112–35. http://dx.doi.org/10.21680/1982-1662.2018v1n22id15297.
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Understanding imagination as an anthropological faculty capable of instigating the being to completely recreate itself, this paper aims to present some experiences lived by Zezé, a protagonist of the novel “O meu pé de laranja-lima” (my lime-orange blossom) in order to problematize the role of the imagination in the constitution of the being, also embracing their sociocultural reality. To accomplish this purpose, we have adopted the phenomenology of Gaston Bachelard's poetic imagination in dialogue with literary images in the “Poetics of reveries” as a theoretical and methodological assumption, since this research is restricted to the novel mentioned. We were able to identify that the images conceived by Zeze enabled another understanding of himself and his reality, due to the creative movement provided by the imaginative. Keywords: My lime and orange blossom. Imagination and poetic. Imagination and poetic images. Oneiric childhood.
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Wilkin, Rebecca. "Essaying the Mechanical Hypothesis: Descartes, La Forge, and Malebranche on the Formation of Birthmarks." Early Science and Medicine 13, no. 6 (2008): 533–67. http://dx.doi.org/10.1163/157338208x362688.
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AbstractThis essay examines the determination by Cartesians to explain the maternal imagination's alleged role in the formation of birthmarks and the changing notion of monstrosity. Cartesians saw the formation of birthmarks as a challenge through which to demonstrate the heuristic capacity of mechanism. Descartes claimed to be able to explain the transmission of a perception from the mother's imagination to the fetus' skin without having recourse to the little pictures postulated by his contemporaries. La Forge offered a detailed account stating that the failure to explain the maternal imagination's impressions would cast doubt on mechanism. Whereas both characterized the birthmark as a deformation or monstrosity in miniature, Malebranche attributed a role to the maternal imagination in fashioning family likenesses. However, he also charged the mother's imagination with the transmission of original sin.
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Płotka, Witold. "Twardowski, Ingarden, and Blaustein on Creative Imagination." Social Imaginaries 5, no. 1 (2019): 121–41. http://dx.doi.org/10.5840/si2019517.
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The article is a critical elaboration of two phenomenological theories of imagination formulated by Ingarden and Blaustein in their discussion with Twardowski. Ingarden, as well as Blaustein were students of both Twardowski and Husserl, however, they defined imagination in two different contexts: whereas for Ingarden a proper way of analysis of imagination is ontology, for Blaustein imagination is the object of descriptive psychology, connected mainly with an aesthetic experience. As a result, the question of creativity of imagination is described in two different, but intertwined ways. For Ingarden, creative imagination is understood as a noematical structure which generates the imagined object as a purely intentional object. Ingarden’s description expresses the ontological status of the imagined object as ontologically dependent on the act of imagining, and on the content of the imagined object. In his review of Ingarden’s Das literarische Kunstwerk, Blaustein was clear that one has to revise Ingarden’s theory of purely intentional object by adopting it to imaginative intentionality and aesthetic experience. To elaborate Ingarden’s theory of imagination, Blaustein discusses it also with reference to Twardowski. Blaustein claims that Twardowski’s Cartesian differentiation between perceptive, reproductive, and creative imagination is based on a vague criterion, and moreover it does not refer to two key notions of descriptive psychology, i.e., the notion of the representative content, and the intentional object. As a result of his critique, Blaustein limits the concept of creative imagination to ‘fantasy’, understood as secondary imagination.
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Chairilsyah, Daviq. "DEVELOPING POSITIVE IMAGINATION IN EARLY CHILDHOOD." Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan 18, no. 1 (April 23, 2021): 12–20. http://dx.doi.org/10.25299/al-hikmah:jaip.2021.vol18(1).5767.
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ABSTRACT
So naturally, the early childhood brain develops an imaginary world of imagination. An imagination that is directed to positive things will certainly foster thoughts and give a child enthusiasm in life at home and school. The paradigm that occurs in society is that imagination in children is always associated with negative and useless, even dangerous things by saying that a child is insane if he has imagination in his life. It is a tool for generating creative and useful ideas. This paper uses a literature study method. Increasing a positive imagination in children is necessary so that the role of teachers and parents is needed to cultivate and direct this imagination in children into creative and useful ideas. Teachers are playing a part in improving the number of play tools in children, engaging children to take walks, inviting children to tell stories, providing a safe and free atmosphere to help develop children's positive imaginations in school. Meanwhile, the role of parents in the family environment is to provide a safe and free-wheeling atmosphere, do not prohibit children too much, invite them to listen to classical music, and base all thoughts on religion.
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MELO, Marcos Ribeiro de, Michele De Freitas Faria de VASCONCELOS, and Larissa Leite BATISTA. "Trans-ver o gênero e inventar a vida: infância e imaginação em “Minha vida em cor-de-rosa”." INTERRITÓRIOS 4, no. 6 (June 4, 2018): 140. http://dx.doi.org/10.33052/inter.v4i6.236742.
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Este artigo toma as artes visuais como caminho para o contato com infâncias, suas línguas brincantes e seus modos imaginativos de desconsertar a realidade pela fabulação de mundos. A aposta é a de que a novidade a que correspondem, estremeçam as certezas que nos cercam e deseduquem nossos olhares. Assim, entre imagens, planos, enquadramentos e ângulos, num diálogo com o filme “Minha vida em cor-de-rosa” (1997) e inspiradas pela etnografia de tela, somos guiadas pela imaginação de Ludovic na possibilidade de criar fissuras naquilo que concebemos como real e possível, projetando mundos. Nesse sentido, a imaginação infantil pode trans-ver o gênero e forçar um pensamento que problematiza a materialização dos corpos na fixidez binária de masculinidades e feminilidadesInfância. Gênero. Imaginação. Etnografia de telaTrans-see the gender and invent the life: childhood and imagination in "My life in pink"This article takes the visual arts as a way for contact with childhoods, their ludic languages, and their imaginative ways of disconcerting reality creating worlds. The bet is that the novelty to which they correspond, shake the certainties that surround us and change our views. Thus, between images, plans, frames and angles, in a dialogue with the film "My life in pink" (1997) and inspired by screen ethnography, we are guided by Ludovic's imagination in the possibility of creating fissures in what we conceive as real and possible, constructing worlds. In this sense, the infantile imagination can trans-see the gender and force a thought that problematizes the materialization of the bodies in the binary fixity of masculinities and femininities.Childhood. Gender, Imagination. Screen ethnography
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Edmondson, Stephen. "Coleridge and Preaching a Theological Imagination." Journal of Anglican Studies 3, no. 1 (June 2005): 75–94. http://dx.doi.org/10.1177/1740355305052823.
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ABSTRACTThis article explores Coleridge's understanding of imagination, Scripture, the spirituality of the world, and our reality as the image of God. I begin with Coleridge's understanding of the inspiration of Scripture and the interpretive process. By locating the imagination in this interaction among writer, reader, and God, I surface Coleridge's more significant description of imaginative thinking as a spiritual act that calls us into the truth of our being and of the world's reality. Implicit in Coleridge's vision is a correlation between human imaginative creativity and the creative being of God as a dimension of our reality as the image of God. Thus, I claim that imaginative preaching, when seen through Coleridge's lens, renews that image within us, awakening us to our reality as spiritual, free beings, but only when we enact our freedom within the context of God's freedom and action which we know through our reading of Scripture.
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Abdullah, Nurdiana, Nur Bahiyah Abdul Wahab, Taufik Lock Kim Wai, and Johari Surif. "Micro Imagination: Imagination with an Alternative Framework in a Chemistry Class." MATEC Web of Conferences 215 (2018): 02013. http://dx.doi.org/10.1051/matecconf/201821502013.
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The curriculum for the 21st century must be futuristic, flexible and dynamic in order to produce learners with creative and critical thinking. One of the strategies to inculcate creative and critical thinking among students is to train and familiarize learners with the process of generating imagination in teaching and learning. The process of generating imagination corresponds to the characteristics of the subject itself which consists of abstract concepts and complexities. These concepts require students to use their imagination to illustrate concepts, where learners are usually difficult to achieve. Therefore, this study was carried out to identify alternative frameworks in the students’ imaginations of the concept of matter at submicroscopic level. A qualitative study with a descriptive study design is implemented to five secondary school students and ten students of institute of teacher education, aged from 18 to 25 years old. Guided imagery interviews and document analysis are used to collect data from selected students by purposive sampling. The data was analyzed using the grounded theory analysis strategy. The findings show that one of the alternative framework categories found in students’ imagination is micro imagination. The image of hydrogen gas is the ultimate framework of the micro imagination of the most generated structure by the students followed by hydrogen electrons, collision of hydrogen molecules and the formation of water molecules. In this regard, scientific imagination needs to be enhanced by students with emphasis on the concept of science with effective imagination so that students can master chemical concepts at the sub-microscopic level competently. From the conclusion, the implication of the study suggests that teachers should expose to the students the aspects of generative imagination during teaching and learning sessions so that the desired skills can be improved effectively.
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Rucińska, Zuzanna, Thomas Fondelli, and Shaun Gallagher. "Embodied Imagination and Metaphor Use in Autism Spectrum Disorder." Healthcare 9, no. 2 (February 13, 2021): 200. http://dx.doi.org/10.3390/healthcare9020200.
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This paper discusses different frameworks for understanding imagination and metaphor in the context of research on the imaginative skills of children with autism spectrum disorder (ASD). In contrast to a standard linguistic framework, it advances an embodied and enactive account of imagination and metaphor. The paper describes a case study from a systemic therapeutic session with a child with ASD that makes use of metaphors. It concludes by outlining some theoretical insights into the imaginative skills of children with ASD that follow from taking the embodied-enactive perspective and proposes suggestions for interactive interventions to further enhance imaginative skills and metaphor understanding in children with ASD.
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Tateo, Luca. "Giambattista Vico and the psychological imagination." Culture & Psychology 21, no. 2 (June 2015): 145–61. http://dx.doi.org/10.1177/1354067x15575695.
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This special issue originates from an international workshop on “Vico and imagination,” that took place at Aalborg University in 2014, within a research project on Giambattista Vico and the epistemology of psychology. Imagination has inexplicably been relegated to the background in contemporary psychology, despite the fact that imaginative processes are involved in even the most mundane activities. In this editorial, I first present the rationale and the content of the articles and commentaries. Then I outline a brief history of the concept of imagination before Vico, drawing some consequences for contemporary psychology. Finally, I provide the proposal for a new research program on imagination as a higher psychological function that enables us to manipulate complex meanings of both linguistic and iconic forms in the process of experiencing.
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Gleason, Tracy R., Sally A. Theran, and Emily M. Newberg. "Connections Between Adolescents’ Parasocial Interactions and Recollections of Childhood Imaginative Activities." Imagination, Cognition and Personality 39, no. 3 (January 24, 2019): 241–60. http://dx.doi.org/10.1177/0276236619825810.
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Parasocial interactions (PSIs; one-sided communication imagined with a media figure) in adolescence and imaginative activities in childhood, such as imaginary companions and role play, have a shared foundation in that both use imagination for social purposes. This commonality in both cognitive processes and social uses begs the question of whether they are related phenomena. We examined PSI’s connection to retrospective reports of childhood imaginative activities in the context of the social environment, including relationship functioning (attachment style and social support) and well-being (self-esteem and depressive symptoms), in 151 adolescents ( Mage = 14.8 years). PSI and reports of childhood imagination were unrelated to each other and differentially related to the social environment, suggesting that each form of social imagination relates to the developmental task it addresses rather than to individual differences in predilection for fantasy or social functioning.
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Wei, Li, and Zhu Hua. "Imagination as a key factor in LMLS in transnational families." International Journal of the Sociology of Language 2019, no. 255 (January 26, 2019): 73–107. http://dx.doi.org/10.1515/ijsl-2018-2004.
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AbstractThis article argues that imagination plays a key role in whether and how members of transnational families individually and collectively maintain or relinquish their heritage languages and adopt other languages as part of their multilingual repertoires. Imagination is defined here as the vision of where and what one might be or become at some future point in time. We base our argument on linguistic ethnography over two decades with transnational families of Chinese ethnic origin in the UK. Families that seem to have kept their heritage languages and families that have given them up were invited to talk about where, what and how they would see themselves in ten years’ time, and a selection of them are subsequently interviewed and observed after the ten-year period. Their responses are analysed in terms of their constructed experiences, environments and visions of the future; their perceptions and imaginations of different places and cultures; key moments in re-evaluation, or re-imagining, that led to major behavioural changes; and self-evaluation of their imaginations. Particular attention is given to the dynamics of differences and tensions between the imaginations of individuals of the same families, as well as changes to the imaginations over time. Theoretical and methodological implications of studying imagination as a key factor for language maintenance and language shift, and for bilingualism research generally, are discussed.
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Guo, Yuchen. "Onstage Emotion as Imagination." Journal of Aesthetic Education 56, no. 4 (December 1, 2022): 29–46. http://dx.doi.org/10.5406/15437809.56.4.03.
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Abstract Although many actors report experiencing genuine emotions befitting a specific character's circumstances, the actors themselves are neither their characters nor in their characters’ circumstances. Moreover, it seems that if our circumstances do not afford certain emotions, we will not experience these emotions. Thus, actors experience “a paradox of onstage emotion.” This article aims to provide a solution to this paradox. I argue that actors’ onstage emotions are repeatable, controllable, scripted, and impersonal; however, everyday genuine emotions are neither repeatable nor controllable nor scripted and are always personal. Therefore, onstage emotions are not genuine emotions. I then argue that imagination is a repeatable and controllable mental state and that it can be scripted and impersonal. Finally, given that imagination is seen as a re-creation of occurrent experiences, I conclude that onstage emotions are not genuine emotions but rather are imaginative emotions—a re-creation of genuine emotions, and the solution of imaginative emotions better accounts for actors’ onstage performance.
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Kazubowski-Houston, Magdalena, and Virginie Magnat. "Introduction: Ethnography, Performance and Imagination." Anthropologica 60, no. 2 (December 17, 2018): 361–74. http://dx.doi.org/10.3138/anth.2017-0006.
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This introduction to the thematic section entitled “Ethnography, Performance and Imagination” explores performance as “imaginative ethnography” (Elliott and Culhane 2017), a transdisciplinary, collaborative, embodied, critical and engaged research practice that draws from anthropology and the creative arts. In particular, it focuses on the performativity of performance (an event intentionally staged for an audience) employed as both an ethnographic process (fieldwork) and a mode of ethnographic representation. It asks: can performance help us research and better understand imaginative lifeworlds as they unfold in the present moment? Can performance potentially assist us in re-envisioning what an anthropology of imagination might look like? It also inquires whether working at the intersections of anthropology, ethnography, performance and imagination could transform how we attend to ethnographic processes and products, questions of reflexivity and representation, ethnographer-participant relations and ethnographic audiences. It considers how performance employed as ethnography might help us reconceptualise public engagement and ethnographic activism, collaborative/participatory ethnography and interdisciplinary research within and beyond the academy. Finally, this introduction provides a brief overview of the contributions to this thematic section, which address these questions from a variety of theoretical, methodological and topical standpoints.
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Chiles, Todd H., Brett Crawford, and Sara R. S. T. A. Elias. "Mind, Body, and Soul: A Spiritual Perspective on the Entrepreneurial Imagination." Organization Theory 2, no. 2 (April 2021): 263178772110057. http://dx.doi.org/10.1177/26317877211005786.
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We develop a spiritual perspective on the entrepreneurial imagination, addressing imagined futures in this “conversations and controversies” section on entrepreneurial futures. Specifically, we blend heterodox ideas from various yoga traditions, experiential sources of religion, and the work of poet-mystic William Blake. These diverse sources echo related ideas in a coherent way—uniquely embracing both transcendence and immanence, both mind and body. We structure our argument around the latter binary, making connections to spirituality and entrepreneurial imagination in each domain. We begin with the mind, acknowledging imagination as a mental act. Specifically, we explore the conscious, unconscious, and spiritual mind. We then turn to the body, recognizing imagination’s bodily basis. In particular, we investigate the corporeal, sensory, and spiritual body. Before offering some concluding thoughts, we discuss implications for entrepreneurial imagination with a focus on walking meditation (and contemplative practices of walking more generally) as one potentially fruitful way to engage mind-body-spirit and the forward-looking entrepreneurial imagination.
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Gershman, Samuel J., Jimmy Zhou, and Cody Kommers. "Imaginative Reinforcement Learning: Computational Principles and Neural Mechanisms." Journal of Cognitive Neuroscience 29, no. 12 (December 2017): 2103–13. http://dx.doi.org/10.1162/jocn_a_01170.
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Imagination enables us not only to transcend reality but also to learn about it. In the context of reinforcement learning, an agent can rationally update its value estimates by simulating an internal model of the environment, provided that the model is accurate. In a series of sequential decision-making experiments, we investigated the impact of imaginative simulation on subsequent decisions. We found that imagination can cause people to pursue imagined paths, even when these paths are suboptimal. This bias is systematically related to participants' optimism about how much reward they expect to receive along imagined paths; providing feedback strongly attenuates the effect. The imagination effect can be captured by a reinforcement learning model that includes a bonus added onto imagined rewards. Using fMRI, we show that a network of regions associated with valuation is predictive of the imagination effect. These results suggest that imagination, although a powerful tool for learning, is also susceptible to motivational biases.
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Belmani, Ana Carolina De Carvalho. "Beautiful form and the function of aesthetical imagination." Cadernos de Filosofia Alemã: Crítica e Modernidade 23, no. 2 (December 22, 2018): 13–33. http://dx.doi.org/10.11606/issn.2318-9800.v23i2p13-33.
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From the examination of the Deduction of pure aesthetic judgments, followed by its articulation with interpretations on the specifically aesthetic function of the imagination, we present the hypothesis according to which the beautiful form can be understood as a product of imagination considered as “exemplary of rules”, according to the imaginative model proposed by Hanna Ginsborg. By doing so, we contemplate the possibilities and implications of admitting the capacity of imagination to produce normative representations. Accepting her model, we intend to take a step further than the author, showing how it is opportune to elucidate the notion of beautiful form.
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Pultz, Sabina, and Pernille Hviid. "Imagining a better future: Young unemployed people and the polyphonic choir." Culture & Psychology 24, no. 1 (July 25, 2016): 3–25. http://dx.doi.org/10.1177/1354067x16660853.
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In this paper, we investigate how young unemployed people make sense of their situation in the face of adversity. Drawing on Cultural Life Course Theory and a new line of research on imagination, this multiple-case study examines the role of imagination for young unemployed people. Based on three in-depth interviews with young academics, we find that the ability to imagine a better future is pivotal for these young people in dealing with unemployment. We integrate the theoretical concept of imagination with Bronfenbrenner’s theory of ecological system. The integrative framework provides a multi-leveled analysis that examines how imaginations work at various levels and how these interact. Imaginations originate from subjective ideas about the future, developed biographically and in dialogue with others as well as societal discourses. We utilize Stern’s concept of experience when investigating how the individual has to relate to what we term the “polyphonic choir of imaginations” consisting of various and sometimes contradictory voices about what it means to be unemployed. Neoliberal policies introduced in the Danish welfare state and neoliberal ideas are singled out as particularly influential. This paper highlights the importance of taking into account temporality in the sense that visions about the future greatly impact how people deal with unemployment here-and-now.
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Hiebert, Ted, and Jin-Kyu Jung. "Psychogeographic visualizations: or, what is it like to be a bat?" cultural geographies 27, no. 3 (December 4, 2019): 477–84. http://dx.doi.org/10.1177/1474474019891988.
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What is it like to be a bat? is an artistic experiment that uses brainwave visualization as a way to speak about affective, cognitive, and imaginative geography – partly through the generation of real data sets and partly as metaphors for what data metrics can never really account for – that is, the incommensurability of experience. The project involves recruiting participants (mostly, but not exclusively, students) to imagine ‘what it is like to be a bat’ as a practice-based critique of Thomas Nagel’s 1974 rejection of the imagination as a useful tool for consciousness studies (Nagel’s essay used the bat as a metaphor, hence our choice of focus). Using electroencephalography brainwave sensors, we mapped and visualized participants’ brainwaves as they imagined, creating what we think of as ‘imagination portraits’. The project is then theorized for the ways it illuminates the limits of visualization and the imagination’s importance as a praxis for qualitative research. As a conceptual guide, we use a creative re-interpretation of psychogeography; however, in our work psychogeography is less about the psychological dimensions of real space and more about the mind’s spatiality, by which we mean the consideration of different forms of imagining as ‘places’ a mind can be taken to, reconfiguring psychogeography from the inside-out. In this way, we are interested in how a geographic understanding of the imagination might allow for conversations about different psychological landscapes of cognition.
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Armstrong, Michael. "The Pedagogy of the Imagination." LEARNing Landscapes 2, no. 2 (February 2, 2009): 43–57. http://dx.doi.org/10.36510/learnland.v2i2.293.
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The author takes an essay on the imagination by Italo Calvino as the cue for a reconsideration of the role of imagination in children’s thought and action and its educational implications. He emphasizes the value of interpretation, or critical scrutiny, as foremost among a teacher’s skills and central to curriculum design, teaching method and educational assessment, demonstrating the quality of children’s imaginative work, and how to value it, by means of a close reading of an eight year old’s brief med- itation on coming to school for the first time.
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Welker, Michael. "Memory, imagination and the human spirit." Memory Studies 9, no. 3 (June 30, 2016): 341–47. http://dx.doi.org/10.1177/1750698016645273.
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Learning from economic theory, the article proposes to differentiate and relate (episodic) micro-memory and micro-imagination and different types of macro-memory and macro-imagination. Drawing on several decades of discourse in historical and cultural studies (from Halbwachs to Lévi-Strauss and to A. and J. Assmann), it differentiates between communicative, cultural, collective and canonical memories. With reference to basic processes of moral communication and a more complex understanding of the human spirit than the one offered in the long tradition of post-Aristotelian thought, it sketches a route towards relating micro- and macro-memories and normative imaginations.