Journal articles: 'Imaginative'

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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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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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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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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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Langkau, Julia. "Two Kinds of Imaginative Vividness." Canadian Journal of Philosophy 51, no. 1 (January 2021): 33–47. http://dx.doi.org/10.1017/can.2020.54.

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AbstractThis paper argues that we should distinguish two different kinds of imaginative vividness: vividness of mental images and vividness of imaginative experiences. Philosophy has focussed on mental images, but distinguishing more complex vivid imaginative experiences from vivid mental images can help us understand our intuitions concerning the notion as well as the explanatory power of vividness. In particular, it can help us understand the epistemic role imagination can play on the one hand and our emotional engagement with literary fiction on the other hand.

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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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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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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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KIND, AMY. "Imaginative Vividness." Journal of the American Philosophical Association 3, no. 1 (2017): 32–50. http://dx.doi.org/10.1017/apa.2017.10.

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ABSTRACT:How are we to understand the phenomenology of imagining? Attempts to answer this question often invoke descriptors concerning the ‘vivacity’ or ‘vividness’ of our imaginative states. Not only are particular imaginings often phenomenologically compared and contrasted with other imaginings on grounds of how vivid they are, but such imaginings are also often compared and contrasted with perceptions and memories on similar grounds. Yet however natural it may be to use ‘vividness’ and cognate terms in discussions of imagination, it does not take much reflection to see that these terms are poorly understood. In this paper, I review both some relevant empirical literature as well as the philosophical literature in an attempt to get a handle on what it could mean, in an imaginative context, to talk of vividness. As I suggest, this notion ultimately proves to be so problematic as to be philosophically untenable.

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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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Egan, Kieran, Shawn Michael Bullock, and Anne Chodakowski. "Learning to Teach, Imaginatively: Supporting the Development of New Teachers Through Cognitive Tools." Articles 51, no. 3 (May 2, 2017): 999–1012. http://dx.doi.org/10.7202/1039625ar.

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We propose that teacher candidates need to have extended experiences with learning to teach imaginatively, which is to say that teacher candidates need to have experiences that enable them to consider new possibilities in education. We first attend to the general theoretical framework offered by imaginative education before moving on to consider the implications of imaginative education for teacher education programs. We conclude with some provocations to the field that we hope will be of use for those who might wish to join us in considering how we might teach teachers to teach in imaginative ways — a complex sentence with an even more complicated set of implications.

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Tooming, Uku. "Imaginative resistance as imagistic resistance." Canadian Journal of Philosophy 48, no. 5 (2018): 684–706. http://dx.doi.org/10.1080/00455091.2017.1378534.

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AbstractWhen we are invited to imagine an unacceptable moral proposition to be true in fiction, we feel resistance when we try to imagine it. Despite this, it is nonetheless possible to suppose that the proposition is true. In this paper, I argue that existing accounts of imaginative resistance are unable to explain why only attempts to imagine (rather than to suppose) the truth of moral propositions cause resistance. My suggestion is that imagination, unlike supposition, involves mental imagery and imaginative resistance arises when imagery that one has formed does not match unacceptable propositions.

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Bedhia, Dorina. "Mental Images and Postpartum Depression: Case Study." European Journal of Medicine and Natural Sciences 2, no. 1 (March 2, 2018): 45. http://dx.doi.org/10.26417/ejmn.v2i1.p45-48.

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Imagination and images refer jointly ability to imagine. Imaginative therapies operate all within an almost real context. In therapeutical experience, the individual goes through almost real experiences before going through the events in reality, acts before acting in reality and this provokes changes in somatic level. The almost real dimension, namely the imaginative dimension, influences the individual, or rather the individual, starting from the imagination changes himself, his beliefs and perceptions. Imagination as therapeutic intervention is sometimes more efficient and more valuable than other therapies. It is also effective in treating a range of psychological symptoms such as insomnia, depression, obesity, cronich pain, various phobias, anxiety and panic , somatic problems. Given the fact that the images are effective in treating a range of psychological symptoms, including depression we want to see if imaginative techniques help improve symptoms of postpartum depression. This case was treated at University Hospital for Obstetric and Gynecology "Koco Gliozheni" Tirane (Albania). A 35 years young mother showed depressive symptoms associated with post-partum condition, as determined by semi-structured interviews and relevant test EDPS, also by psychiatric consultations. Besides the daily psychological support I proposed some imaginative techniques like self-watching, flooding, guided imagery. Imaginative activity in general, in the case in question, was a valid instrument of the difficulties in everyday life. The patient learned to visualize problematic elements of each situation and this resulted an efficient approach. Imagination helped identify schematic components that have contributed to the formation of inappropriate thoughts and exaggerated ideas. It helped in recognition of the patient's emotional reality and modifying this emotional reality. The patient uses images to manage situations different daily life even by telephone follow up. This case study shows that imagery techniques, elaborated through images, facilitate recovery and provide us with a functional interpretation of the event and its consequences. Working with images intended to make the patient able to withstand and manage the pain that bring different situations and to integrate it in the history of personal life.

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Bedhia, Dorina. "Mental Images and Postpartum Depression: Case Study." European Journal of Medicine and Natural Sciences 1, no. 1 (May 15, 2018): 11. http://dx.doi.org/10.26417/280fyg36q.

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Imagination and images refer jointly ability to imagine. Imaginative therapies operate all within an almost real context. In therapeutical experience, the individual goes through almost real experiences before going through the events in reality, acts before acting in reality and this provokes changes in somatic level. The almost real dimension, namely the imaginative dimension, influences the individual, or rather the individual, starting from the imagination changes himself, his beliefs and perceptions. Imagination as therapeutic intervention is sometimes more efficient and more valuable than other therapies. It is also effective in treating a range of psychological symptoms such as insomnia, depression, obesity, cronich pain, various phobias, anxiety and panic , somatic problems. Given the fact that the images are effective in treating a range of psychological symptoms, including depression we want to see if imaginative techniques help improve symptoms of postpartum depression. This case was treated at University Hospital for Obstetric and Gynecology "Koco Gliozheni" Tirane (Albania). A 35 years young mother showed depressive symptoms associated with post-partum condition, as determined by semi-structured interviews and relevant test EDPS, also by psychiatric consultations. Besides the daily psychological support I proposed some imaginative techniques like self-watching, flooding, guided imagery. Imaginative activity in general, in the case in question, was a valid instrument of the difficulties in everyday life. The patient learned to visualize problematic elements of each situation and this resulted an efficient approach. Imagination helped identify schematic components that have contributed to the formation of inappropriate thoughts and exaggerated ideas. It helped in recognition of the patient's emotional reality and modifying this emotional reality. The patient uses images to manage situations different daily life even by telephone follow up. This case study shows that imagery techniques, elaborated through images, facilitate recovery and provide us with a functional interpretation of the event and its consequences. Working with images intended to make the patient able to withstand and manage the pain that bring different situations and to integrate it in the history of personal life.

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Zacks, Oryan, Simona Ginsburg, and Eva Jablonka. "The Futures of the Past The Evolution of Imaginative Animals." Journal of Consciousness Studies 29, no. 3 (March 31, 2022): 29–61. http://dx.doi.org/10.53765/20512201.29.3.029.

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We discuss the evolution of imagination in vertebrate animals within the framework of an evolutionary-transition approach. We define imaginative consciousness and the cognitive architecture that constitutes it and argue that the evolution of full-fledged imaginative consciousness that enables planning can be regarded as a major transition in the evolution of cognition. We explore the distribution and scope of a core capacity of imaginative cognition in non-human vertebrates — episodic-like memory (ELM) — by examining its behavioural manifestations as well as the organization and connectivity of the hippocampus, a central hub of episodic memory processes in vertebrates. Although the data are limited, we conclude that ELM evolved in parallel several times through the enrichment of minimal consciousness capacities, that there is a general correspondence between enhanced behavioural capacities and the size and complexity of the hippocampus during vertebrate evolution, and that the evolution of prospective, planning-enabling imagination is a major transition in cognition and consciousness.

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Breitenbach, Angela. "One Imagination in Experiences of Beauty and Achievements of Understanding." British Journal of Aesthetics 60, no. 1 (December 23, 2019): 71–88. http://dx.doi.org/10.1093/aesthj/ayz048.

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Abstract I argue for the unity of imagination in two prima facie diverse contexts: experiences of beauty and achievements of understanding. I develop my argument in three steps. First, I begin by describing a type of aesthetic experience that is grounded in a set of imaginative activities on the part of the person having the experience. Second, I argue that the same set of imaginative activities that grounds this type of aesthetic experience also contributes to achievements of understanding. Third, I show that my unified account of imagination has important implications: it sheds light on two puzzling phenomena, the aesthetic value of science and the cognitive value of art.

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Ginsburg, Michal Peled. "Imagination, Poetic Creation, and Gender: Hardy’s “Imaginative Woman”." Modern Philology 110, no. 2 (November 2012): 273–88. http://dx.doi.org/10.1086/668446.

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Arapov, O. G. "“Imaginative philosophy” of Y. Golosovker and “Imaginative metaphysics” of G. Bachelard: two models philosophy of imagination." RUDN JOURNAL OF PHILOSOPHY 21, no. 2 (2017): 158–65. http://dx.doi.org/10.22363/2313-2302-2017-21-2-158-165.

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Matte, María de la Luz. "La Educación Imaginativa y la enseñanza de la historia." Revista de Historia y Geografía, no. 39 (October 31, 2018): 143. http://dx.doi.org/10.29344/07194145.39.1650.

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Este artículo analiza las propuestas de la Educación Imaginativa y sus potencialidades para la enseñanza de la historia. En la primera parte se reseñan los postulados teóricos de la Educación Imaginativa, centrando el análisis en las propuestas de uno de sus principales impulsores, el filósofo de la educación Kieran Egan. En la segunda parte se estudia la manera en que este enfoque puede ser utilizado en la enseñanza de la historia, proporcionando, además, algunos ejemplos concretos. Según Egan, la enseñanza de la historia ha quedado reducida a los currículos, dejando de lado los aspectos vinculados con las emociones y la imaginación, lo que ha impactado el desarrollo integralde los estudiantes como miembros de la sociedad. A partir de la experiencia y la revisión bibliográfica, proponemos una aproximación a esta teoría, explicando sus fundamentos, sus principios y cómo esta puede ser una valiosa herramienta para la enseñanza de la historia.AbstractThis article analyzes proposals of Imaginative Education and its potential for teaching history. The first part presents the theoretical postulates of the Imaginative Education focusing on the proposals of one of its main promoters, the education philosopher Kieran Egan. In the second part, it studies the way in which this approach can be used in teaching history, also providing some examples. According to Egan, the curricula has reduced the teaching of history to the transmission of knowledge without relating it to emotions and imagination, impacting students’ integral development as members of society. From the experience and the bibliographic review we propose an approach to this theory, explaining its foundations, its principles and how this can be a valuable tool for the teaching of history.Keywords: Imaginative education, understandings, cognitive tools, history teaching.ResumoEste artigo analisa as propostas da Educação Imaginativa e suas potencialidades para o ensino da história. Na primeira parte são resumidos os postulados teóricos da Educação Imaginativa centrando a análise nas propostas de um dos seus principais impulsores, o filósofo da educação Kieran Egan. Na segunda parte estuda-se a maneira em que esta perspectiva pode ser utilizada no ensino da história proporcionando, ao mesmo tempo, alguns exemplos concretos. Segundo Egan, o ensino da história tem ficado reduzido nos currículos à transmissão de conhecimentos ignorando os aspectos vinculados com as emoções e a imaginação, o que tem impactado o desenvolvimento integral dos estudantes como membros da sociedade. A partir da experiência e a revisão bibliográfica propomos uma aproximação a esta teoria, explicando seus fundamentos, seus princípios e como esta pode ser una valiosa ferramenta para o ensino da história.Palavras-chave: Educação Imaginativa, entendimentos, ferramentas cognitivas,ensino da história.

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Matte, María de la Luz. "La Educación Imaginativa y la enseñanza de la historia." Revista de Historia y Geografía, no. 39 (November 13, 2018): 143. http://dx.doi.org/10.29344/07194145.39.1696.

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Este artículo analiza las propuestas de la Educación Imaginativa y sus potencialidades para la enseñanza de la historia. En la primera parte se reseñan los postulados teóricos de la Educación Imaginativa, centrando el análisis en las propuestas de uno de sus principales impulsores, el filósofo de la educaciónKieran Egan. En la segunda parte se estudia la manera en que este enfoque puede ser utilizado en la enseñanza de la historia, proporcionando, además, algunos ejemplos concretos. Según Egan, la enseñanza de la historia ha quedado reducida a los currículos, dejando de lado los aspectos vinculados con las emociones y la imaginación, lo que ha impactado el desarrollo integral de los estudiantes como miembros de la sociedad. A partir de la experiencia y la revisión bibliográfica, proponemos una aproximación a esta teoría, explicando sus fundamentos, sus principios y cómo esta puede ser una valiosa herramienta para la enseñanza de la historia.AbstractThis article analyzes proposals of Imaginative Education and its potential for teaching history. The first part presents the theoretical postulates of the Imaginative Education focusing on the proposals of one of its main promoters, the education philosopher Kieran Egan. In the second part, it studies the way in which this approach can be used in teaching history, also providingsome examples. According to Egan, the curricula has reduced the teaching of history to the transmission of knowledge without relating it to emotions and imagination, impacting students’ integral development as members of society. From the experience and the bibliographic review we propose an approach to this theory, explaining its foundations, its principles and how this can be a valuable tool for the teaching of history.Keywords: Imaginative education, understandings, cognitive tools, history teaching.ResumoEste artigo analisa as propostas da Educação Imaginativa e suas potencialidades para o ensino da história. Na primeira parte são resumidos os postulados teóricos da Educação Imaginativa centrando a análise nas propostas de um dos seus principais impulsores, o filósofo da educação Kieran Egan. Na segunda parte estuda-se a maneira em que esta perspectiva pode ser utilizadano ensino da história proporcionando, ao mesmo tempo, alguns exemplos concretos. Segundo Egan, o ensino da história tem ficado reduzido nos currículos à transmissão de conhecimentos ignorando os aspectos vinculadoscom as emoções e a imaginação, o que tem impactado o desenvolvimento integral dos estudantes como membros da sociedade. A partir da experiência e a revisão bibliográfica propomos uma aproximação a esta teoria, explicando seus fundamentos, seus princípios e como esta pode ser una valiosa ferramenta para o ensino da história.Palavras-chave: Educação Imaginativa, entendimentos, ferramentas cognitivas,ensino da história.

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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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Frein, Mark. "Imagination and Imaginative: A Trial Separation for Educational Practice." Paideusis 11, no. 2 (November 5, 2020): 39–54. http://dx.doi.org/10.7202/1073104ar.

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Gündoğan, Aysun. "Oh no monster! Do imaginative fears trigger creative imagination?" Early Child Development and Care 190, no. 8 (September 18, 2018): 1150–56. http://dx.doi.org/10.1080/03004430.2018.1523154.

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Schaverien, Joy. "Countertransference as active imagination: imaginative experiences of the analyst." Journal of Analytical Psychology 52, no. 4 (August 20, 2007): 413–31. http://dx.doi.org/10.1111/j.1468-5922.2007.00674.x.

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Passerini, Alberto. "L'Expérience Imaginative." Imaginaire & Inconscient 23, no. 1 (2009): 155. http://dx.doi.org/10.3917/imin.023.0155.

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Daigger, Martin. "Imaginative Täterkonfrontation." Trauma und Gewalt 12, no. 02 (May 2018): 166–72. http://dx.doi.org/10.21706/tg-12-2-166.

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Bonaminio, Vincenzo. "Élaboration imaginative." Journal de la psychanalyse de l'enfant 5, no. 2 (2015): 93. http://dx.doi.org/10.3917/jpe.010.0093.

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Dortier, Jean-François. "L'espèce imaginative." Sciences Humaines N° 273, no. 8 (August 1, 2015): 22. http://dx.doi.org/10.3917/sh.273.0022.

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Zuidervaart, Lambert. "Imaginative Disclosure." Symposium 8, no. 3 (2004): 519–48. http://dx.doi.org/10.5840/symposium20048340.

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Andrews, June. "Imaginative care." Nursing Standard 24, no. 37 (May 19, 2010): 61. http://dx.doi.org/10.7748/ns.24.37.61.s55.

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Romele, Alberto. "Imaginative Machines." Techné: Research in Philosophy and Technology 22, no. 1 (2018): 98–125. http://dx.doi.org/10.5840/techne201791369.

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In philosophy of emerging media, several scholars have insisted on the fact that the “new” of new technologies does not have much to do with communication, but rather with the exponential growth of recording. In this paper, instead, the thesis advanced is that digital technologies do not concern memory, but imagination, and more precisely, what philosophers from Kant onwards have called productive imagination. In this paper, however, the main reference will not be Kant, but Paul Ricoeur, who explicitly refers to the Kantian productive imagination in his works, but also offered an externalized, semioticized, and historicized interpretation of it. The article is developed in three steps. In the first section, it deals with Ricoeur’s theory of narrative, based on the notions of mimesis and mythos. In the second section, it is first argued that human imagination is always-already extended. Second, it will be shown how mimesis and mythos are precisely the way software works. In the third section, the specificity of big data is introduced. Big data is the promise of giving our actions and existences a meaning that we are incapable of perceiving, for lack of sensibility (i.e., data) and understanding (i.e., algorithms). Scholars have used the Foucauldian concepts of panopticon and confession for describing the human condition in the digital age. In the conclusion, it is argued that big data makes any form of disclosure unnecessary. Big data is an ensemble of technological artifacts, methods, techniques, practices, institutions, and forms of knowledge aiming at taking over the way someone narratively accounts for himself or herself before the others. Hence, another Foucauldian notion is representative of this age: the parrhesia, to speak candidly, and to take a risk in speaking the truth, insofar as such a possibility is anesthetized.

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Clewlow, C. "Imaginative writing." Medical Education 35, no. 12 (December 2001): 1152–54. http://dx.doi.org/10.1046/j.1365-2923.2001.01109.x.

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Clarke, Jenni. "Imaginative leaps." Practical Pre-School 2019, no. 218 (March 2019): 5–6. http://dx.doi.org/10.12968/prps.2019.sup218.5.

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Holman Jones, Stacy. "Imaginative Mobilities." Departures in Critical Qualitative Research 7, no. 1 (2018): 1–3. http://dx.doi.org/10.1525/dcqr.2018.7.1.1.

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Đurica, Radmilla. "Imaginative Anarchy." Maska 30, no. 177 (June 1, 2016): 102–9. http://dx.doi.org/10.1386/maska.30.177-178.102_1.

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Đurica, Radmilla. "Imaginative Anarchy." Maska 31, no. 177 (June 1, 2016): 102–9. http://dx.doi.org/10.1386/maska.31.177-178.102_1.

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Like numerous other festivals, the PUF festival in Croatia got its start as an experiment, in this case following the war and disintegration of Yugoslavia. In an era of great crisis in the Croatian theatre scene, this international festival introduced a new dramatic vocabulary. It was founded in 1994 by the directors of three non-institutional theatres: Branko Sušec (PUF), Nebojša Borojević (the Daska Theatre in Siska), and Roman Bogdan (the Čakovec Pinklec). In the war-torn 90s, the founders decided that the festival was to take place in Pula and not Dubrovnik because the war had largely spared the former. The festival finalised its name, the PUF International Theatre Festival, in 1996.

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Tanner, Lane J. "Imaginative Medicine." Journal of Developmental & Behavioral Pediatrics 19, no. 4 (August 1998): 311–12. http://dx.doi.org/10.1097/00004703-199808000-00014.

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Gregory, Derek. "Imaginative geographies." Progress in Human Geography 19, no. 4 (December 1995): 447–85. http://dx.doi.org/10.1177/030913259501900402.

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Brazil, Rachel. "Imaginative intersection." Physics World 33, no. 6 (June 2020): 48–49. http://dx.doi.org/10.1088/2058-7058/33/6/33.

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KROON, FREDERICK. "Imaginative Motivation." Utilitas 21, no. 2 (June 2009): 181–96. http://dx.doi.org/10.1017/s095382080900346x.

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This article argues for a certain picture of the rational formation of conditional intentions, in particular deterrent intentions, that stands in sharp contrast to accounts on which rational agents are often not able to form such intentions because of what these enjoin should their conditions be realized. By considering the case of worthwhile but hard-to-form ‘non-apocalyptic’ deterrent intentions (the threat to leave a cheating partner, say), the article argues that rational agents may be able to form such intentions by first simulating psychological states in which they have successfully formed them and then bootstrapping themselves into actually forming them. The article also discusses certain limits imposed by this model. In particular, given the special nature of ‘apocalyptic’ deterrent intentions (e.g. the ones supposedly involved in nuclear deterrence), there is good reason to think that these must remain inaccessible to fully rational and moral agents.

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Kampa, Samuel. "Imaginative Transportation." Australasian Journal of Philosophy 96, no. 4 (October 31, 2017): 683–96. http://dx.doi.org/10.1080/00048402.2017.1393832.

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Langland-Hassan, Peter. "Imaginative Attitudes." Philosophy and Phenomenological Research 90, no. 3 (May 28, 2014): 664–86. http://dx.doi.org/10.1111/phpr.12115.

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Kappler, Ralph. "Imaginative energy?" Refocus 6, no. 6 (November 2005): 49–51. http://dx.doi.org/10.1016/s1471-0846(05)70490-x.

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GENDLER, TAMAR SZABO. "IMAGINATIVE CONTAGION." Metaphilosophy 37, no. 2 (April 2006): 183–203. http://dx.doi.org/10.1111/j.1467-9973.2006.00430.x.

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Atherton, Mark. "Imaginative Science." Historiographia Linguistica 37, no. 1-2 (May 21, 2010): 31–73. http://dx.doi.org/10.1075/hl.37.1-2.02ath.

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Summary This article traces the interactions between the philologist and applied linguist Henry Sweet (1845–1912) and the anthropologist and evolutionist E. B. Tylor (1832–1917). Tylor was impressed by Sweet’s uniformitarian views on phonetic synthesis and word-division: that phonetic and grammatical processes observable in the present could be used to explain grammatical formation and inflection in the past. Conversely, Sweet’s views on language and its origins owe much to Tylor’s intellectualism and his doctrine of survivals. According to Tylor, ‘primitive man’ employed rational thought in his attempts to make intellectual sense of the world and its phenomena. In expressions such as ‘the sun rises’, vestiges of this primitive thought and animism then survive in the lexis and syntax of later, modern languages. Sweet used Tylorian material in his language textbooks, and the intellectualist theory was taken up by literary critics in the 1880s, e.g., in the Shelley Society — of which Sweet was a founding member, in order to explore the roots of poetic metaphor and figurative language as used in modern English poetry.

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Findler, Richard. "Imaginative Ethics." Research in Phenomenology 24, no. 1 (1994): 265–71. http://dx.doi.org/10.1163/156916494x00186.

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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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Chen, Kuen Meau. "A Study of Concept Development in Creative Product Design." Applied Mechanics and Materials 311 (February 2013): 328–33. http://dx.doi.org/10.4028/www.scientific.net/amm.311.328.

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The imaginative power of human beings is the reappearance and integration of emotional and perceptional experiences. Therefore, if the personal imagination would like to be further developed, the first thing is to enhance agility of emotional experiences and perception. And also the conceptual combination involves joining of two or more concepts to produce a new meaning that satisfies the representation of each constituent concept. Original concepts may emerge from conceptual combination in imagination. New attributes may also emerge from conceptual combination that cannot be explained by each individual concept. The cognitive processes that produce emergent concepts and attributes in conceptual combination may be viewed as a creative process. This research was conducted through a literature review, case studies, and interviews with experts on award-winning works in international design competitions. Through qualitative analysis of these design projects, we identified several paths leading from imaginative constructs to conceptual development in the design process: thematic relationships, intersecting attributes, the transfer of attributes, inherited attributes, causal relationships, analogical relationships, multi-level inclusive relationships, and the interpretation of contrasting meaning. It is hoped that the results of this study will serve as a useful reference in design education, particularly with regard to the development of imaginative and creative capacity.

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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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Arens, Patrick E. "Kant and the Understanding’s Role in Imaginative Synthesis." Kant Yearbook 2, no. 1 (May 1, 2010): 33–52. http://dx.doi.org/10.1515/kantyb-2010-020102.

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Abstract The aim of this article is to contribute to the ongoing debate about whether Kant is a conceptualist or a non-conceptualist, by criticizing Hannah Ginsborg’s conceptualist interpretation found in her “Was Kant a nonconceptualist?” (2008). Ginsborg’s conceptualist interpretation places important focus on imaginative synthesis. According to Ginsborg, our being conscious of imaginative synthesis is an essential element of such processes and it is our consciousness that confers intentionality to synthesized representations. In this article, I undermine Ginsborg’s account by offering several passages that challenge its central tenets. Then, I develop and argue for an interpretation of imaginative synthesis that respects the passages used against Ginsborg. In short, I think the original text supports an account of synthesis such that the manifold of intuitions produced by our faculty of sensibility is unconsciously synthetically unified by the imagination. It is important to note that while the interpretation I offer here does not decisively support a conceptualist or non-conceptualist interpretation of Kant, it is nevertheless favorable to both the content and state non-conceptualist readings and unfavorable to the Ginsborgian conceptualist reading; this is because my interpretation shows that the mere fact of imaginative synthesis does not itself entail conceptualism, as Ginsborg maintains.

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Journal articles on the topic 'Imaginative'

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