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Letteratura scientifica selezionata sul tema "Imagination"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 31 agosto 2024

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Articoli di riviste sul tema "Imagination"

Mujiati, Dwi Sinta, Eggy Fajar Andalas e Arif Setiawan. "Hubungan bentuk imajinasi dengan kata konkret dalam pantun karya siswa kelas VII SMP". Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 7, n. 2 (3 giugno 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, n. 3 (settembre 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, e John Anthony Berry. "Moral Aspects of Imaginative Art in Thomas Aquinas". Religions 12, n. 5 (1 maggio 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, n. 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, n. 74 (4 settembre 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, n. 1 (20 giugno 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, n. 2024 (15 luglio 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., e 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, n. 2 (8 novembre 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 e Miriam Godoy Penteado. "Pedagogical Imagination in Mathematics Teacher Education". Education Sciences 13, n. 10 (21 ottobre 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 e Darya Zabelina. "0077 Sleep and Imagination: Poor Sleep Quality is Associated with More Complex and More Goal-Directed Imaginations". SLEEP 46, Supplement_1 (1 maggio 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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Più fonti

Tesi sul tema "Imagination"

Macknight, Vicki Sandra. "Teaching imagination". Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.

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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.
The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.

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Andersson, Sofie. "Ignite Imagination". Thesis, KTH, Arkitektur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146205.

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The intention with this project is to explore and open up the imagination, through investigating how text can be transformed into architecture. The outcome of the investigation during this project is a series of 9 architectural objects. The objects are independent from the text and could be thought of as ‘short-stories’.
Intentionen med detta examensarbete var att undersöka och öppna upp fantasin, genom att utforska hur text kan transformeras till arkitektur. Resultatet av detta utforskande projekt är en serie av 9 objekt. Objekten är oberoende av texten och kan ses som ’short-stories’ i sig själva.

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Gilmour, Nathan P. "Visionary imagination". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Lin, Chien Heng. "What is imagination? : a study of young children's imagination". Thesis, Brunel University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439074.

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Nash, Hassan Khalid. "On Wings of Imagination: The Power of Imagination Politics". Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1557478123922316.

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Anderson, Linda Viktoria. "Plato's political imagination". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99570.

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Traditional interpretations of Plato see him either as an enemy of the imagination in his views of philosophic discussion, or as a purveyor of imaginative lies in his authoritarian and anti-democratic view of politics. Instead this thesis challenges both these interpretations by showing how the imagination is both philosophical and democratically political. In the Republic images and stories balance and enrich rational argumentation. I first analyze the imaginary aspects of Plato's ideal city. Secondly, I look more closely to the role of images in education and poetry by focusing on Plato's distinction between good and bad images. Thirdly, I discuss the role of images in relation to notions of the ideal and democracy. I propose that images are crucial in crafting and acquiring a vision of the ideal in speech. Finally, I end by stressing that philosophic discussion, and its use of images, not only contains democratic elements but that it also is more likely to thrive in a democratic space and context, marked by freedom of speech and pluralism.

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Grant, James. "Criticism and imagination". Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539958.

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Davis, Jack Frank. "Belief and imagination". Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10049327/.

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Two assumptions are often made about the nature of the cognitive attitudes that allow us to engage with fiction and in pretence: the uniformity and the non-doxastic assumptions. The uniformity assumption tells us that both of these activities involve the same cognitive attitudes. The non-doxastic assumption tells us that these cognitive attitudes are not beliefs, but belief-like states that we can call belief-like imaginings. I will challenge both of these assumptions in this thesis. In the case of the uniformity assumption, I will draw a distinction between voluntary and involuntary imaginative counterparts. I will argue that if a belief-like counterpart is involved in our engagement in pretence, it will be a voluntary counterpart, whereas an involuntary one will have to be associated with our engagement with fiction. Against the non-doxastic assumption, I will argue that we can explain our engagement with these activities by introducing beliefs with distinct contents. In the case of pretence, I will suggest that the relevant beliefs are of the form ‘[I believe] I PRETEND that “p”’. In the case of fiction, I will argue that the relevant beliefs are of the form ‘I believe p [in the fiction]’. This will lead to us challenging the non-doxastic assumption on the grounds that belief-like imaginings are unnecessary for explaining how we are able to engage with fiction and in pretence. I will also offer some arguments for why belief-like imaginings might be insufficient for explaining how we are able to engage with fiction and in pretence. In particular, I will argue that belief-like imaginings do not do enough to explain how we recognise when someone else is engaging in pretence, and that they struggle to make sense of why our representations related to fiction and pretence exhibit what Walton calls ‘clustering’.

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Ortiz-Hinojosa, Sofia. "What imagination teaches". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107091.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Linguistics and Philosophy, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references.
An investigation of the imagination, as both a mental process and a capacity to acquire knowledge about the world and other minds. It is argued that imagination is a unique mental process, whose primary feature is the capacity to construct and manipulate sets of mental representations. This feature unifies the diverse activities we call imaginings into a single class. In addition, use of this capacity in a rule-based way, under the constraint of prior beliefs, can help us acquire knowledge of everyday facts. An examination is then made into the limitations of such a capacity. It is argued that imagination can aid in rational decision-making, even in cases which may involve substantial transformation of the agent. Finally, a case is made that we can improve our capacity to gain knowledge of the mental states of others by careful application of imagination.
by Sofia Ortiz-Hinojosa.
Ph. D.

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Bell, Nicholas. "Reason And Imagination". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2134.

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Libri sul tema "Imagination"

Ludwig, Peter H. Imagination. Wiesbaden: VS Verlag für Sozialwissenschaften, 1999. http://dx.doi.org/10.1007/978-3-322-95142-7.

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E, Edgar Susan, e Mattern Joanne 1963-, a cura di. Imagination. Boston, MA: Learning Challenge, Inc., 2003.

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(Firm), Imagination. Imagination. London: Imagination, 1995.

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Thaler, Mike. Imagination. Katonah, N.Y: R.C. Owen Publishers, 2002.

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Chris, Foges, e Imagination Limited, a cura di. Imagination. London: Phaidon, 2001.

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Musa, Aya, Guinevere Ras e Lodewijk Dross. Imagination. Eindhoven, Netherlands]: Lecturis, 2022.

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Raposo, Joe. Imagination song. New York: Random House, 2001.

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Turner, Phil. Imagination + Technology. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37348-1.

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Sepper, Dennis L. Understanding Imagination. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6507-8.

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De Preester, Helena, a cura di. Moving Imagination. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/aicr.89.

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Capitoli di libri sul tema "Imagination"

Behrens, Rudolf, e Jörn Steigerwald. "Imagination". In Handbuch Europäische Aufklärung, 277–88. Stuttgart: J.B. Metzler, 2015. http://dx.doi.org/10.1007/978-3-476-05410-4_25.

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Kirn, T. "Imagination". In Verhaltenstherapie, 181–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-662-10776-8_33.

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Kirn, T. "Imagination". In Verhaltenstherapiemanual, 211–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-662-10777-5_38.

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Degrois, Denise. "Imagination". In A Handbook to English Romanticism, 141–43. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22288-9_39.

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McNiece, Gerald. "Imagination". In The Knowledge that Endures, 53–61. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21823-3_4.

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Grant, Patrick. "Imagination". In Literature and Personal Values, 99–143. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22116-5_4.

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Scott, Hannah Rachel, e Sophie von Stumm. "Imagination". In Encyclopedia of Personality and Individual Differences, 2155–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_2279.

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Casey, Edward S., Elizabeth A. Behnke e Susumu Kanata. "Imagination". In Contributions to Phenomenology, 340–44. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-5344-9_76.

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Davies, Jim. "Imagination". In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1165–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_369.

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Blades, John. "Imagination". In Wordsworth and Coleridge, 43–82. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-80197-4_3.

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Atti di convegni sul tema "Imagination"

Datta, Ritendra, Jia Li e James Z. Wang. "IMAGINATION". In the 13th annual ACM international conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1101149.1101218.

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De Dominicis, Salvatore. "Imagination". In the 3rd International Workshop. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2791321.2791336.

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Gelmi, Alessandro. "Imagination taken seriously: imaginative education for teacher professional development". In ATEE Annual Conference 2023 - TEACHER EDUCATION ON THE MOVE. Association for Teacher Education in Europe, 2024. http://dx.doi.org/10.21862/atee.2023.18.

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Galindo Esparza, Rosella P., Patrick G. T. Healey, Lois Weaver e Matthew Delbridge. "Embodied Imagination". In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300735.

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Tarallo, Donald. "Instigating Imagination". In AVI '16: International Working Conference on Advanced Visual Interfaces. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2909132.2926056.

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Shamma, David A., e Kristian J. Hammond. "Imagination environment". In ACM SIGGRAPH 2004 Emerging technologies. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186155.1186165.

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Fariss, Joel. "Reimaging Imagination". In PDC 2022: Participatory Design Conference 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3537797.3537843.

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Sioli, Angeliki, Klaske Havik e Willemijn WIlms Floet. "Imagining and Re-imagining Place: Cultivating Spatial Imagination in Architectural Education". In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.66.

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For pressing and complex spatial or social urban agendas, understanding and interpreting place has always been an important issue. In-depth and close explorative reading of a site—in which drawing, modeling and writing (the basic tools of architecture) become instruments to open up new perspectives—is vital for imagining site-specific architectural possibilities. We thus see creative imagination, related to and emerging from place, as a crucial source of innovation. As educators, therefore, we need to examine how to guide students explore their imaginative faculties. Our pedagogi-cal approach is founded upon the philosophical thought of phenomenology, theory on place, findings from neurosci-ence, and examination of architectural precedents. Based on these underpinnings we developed a course that focused on enhancing students’ spatial imagination and challenged them to think how the tools of architectural analysis and design can offer new imaginative ways to approach the local, social and historical aspects of a place. The paper illustrates how this framework is brought into architectural education by engaging the example of “Methods of Analysis and Imagination,” a master level elective course we taught in 2019. It presents the course’s overarching structure, as it unfolded over three intensive workshops on drawing, modeling and writing respectively. Investigating a selected site—through readings, conversations, exercises, hands-on and in situ assignments—the three workshops explored the way imagination can help us look at a place, and discover new and unique spatial or architectural relationships lurking in the banal and the ordinary. Through selected students’ work the paper concludes situating the course in an educational context that cares to expand spatial and architectural imagination, trusting imagination to be the productive and valuable answer to the many critical contemporary conditions we face as architects.

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Allen, Matthew. "The computational imagination". In SIGGRAPH '18: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202918.3264556.

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McConchie, Jenny. "Release your imagination". In ACM SIGGRAPH 2012 Computer Animation Festival. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2341836.2341888.

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Rapporti di organizzazioni sul tema "Imagination"

Stein, Lynn A. Imagination and Situated Cognition. Fort Belvoir, VA: Defense Technical Information Center, febbraio 1991. http://dx.doi.org/10.21236/ada234420.

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Vondrick, Carl, Hamed Pirsiavash, Aude Oliva e Antonio Torralba. Acquiring Visual Classifiers from Human Imagination. Fort Belvoir, VA: Defense Technical Information Center, gennaio 2014. http://dx.doi.org/10.21236/ada612443.

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Kuleshova, Angelina. Review ofThe Genesis of Science: The Story of Greek Imagination. Washington, DC: The MAA Mathematical Sciences Digital Library, maggio 2011. http://dx.doi.org/10.4169/loci003673.

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Nielsen, Roy S. CS651 Computer Systems Security Foundations 3d Imagination Cyber Security Management Plan. Office of Scientific and Technical Information (OSTI), marzo 2015. http://dx.doi.org/10.2172/1171665.

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Glazer, Jason. SIMULATING BUILDINGS WHILE THE DESIGN IS STILL IN THE ARCHITECT’S IMAGINATION. Office of Scientific and Technical Information (OSTI), marzo 2020. http://dx.doi.org/10.2172/1606426.

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Hemminger, J., G. Fleming e M. Ratner. Directing Matter and Energy: Five Challenges for Science and the Imagination. Office of Scientific and Technical Information (OSTI), dicembre 2007. http://dx.doi.org/10.2172/935427.

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Michelle Greene, Michelle Greene. Opening your mind’s eye: collaborating with a computer to reveal visual imagination. Experiment, maggio 2016. http://dx.doi.org/10.18258/7042.

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Ileri, Eren. Masculinity and the Imagination of Outer Space: An Exercise in No Man’s Sky. Universitetet i Bergen KMD, marzo 2021. http://dx.doi.org/10.22501/kmd-ar.1190485.

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Rösener, Ringo. Little Rock Revisited – On the Challenges of Training One’s Imagination to Go Visiting. Association Inter-University Centre Dubrovnik, marzo 2022. http://dx.doi.org/10.53099/ntkd4305.

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In this working paper, I ask whether or not whites could and should write about concerns of People of Color. To this end, I deal with Hannah Arendt’s controversial article “Reflections on Little Rock” from winter 1958/59. In her article, Arendt comments on the de-segregation of black school children in the USA and the associated unrests in Little Rock (Arkansas) and Charlotte (North Carolina) on September 4, 1957. My analysis of her article is initiated by a confrontation of two other texts. In the first, Why I’m No Longer Talking to White People About Race Reni Eddo-Lodge argues that white people are not able to understand the point of view of people of color. In the second, On Kant’s Political Philosophy Hannah Arendt advocates for the contrary that people can understand each other’s point of view when training their imagination to take visits. Since Arendt’s “Reflections on Little Rock” is considered to be a failure, especially in regards of grasping the problems of people of color in the USA, my general question is whether Eddo-Lodge is right, and whether there is no understanding possible or if Arendt missed a crucial step in her own attempt to go visiting? To clarify this, my analysis focuses on Arendt’s use of the term “discrimination”.

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Sastre, Alfonso. The Future of Drama. Inter-American Development Bank, aprile 1994. http://dx.doi.org/10.18235/0007911.

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Jorge Marcone (1959-), Peruvian Associate Professor of Spanish Literature and Latin American Studies at Rutgers University (NJ). Current research and teaching focuses on the environmental imagination in literatures in Spanish and in the Americas.

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