Дисертації: "Environmental imagination"

1

Kaze, Douglas Eric. "The environmental imagination in Arthur Nortje’s poetry." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/58024.

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This thesis seeks to contribute to the conversations in the humanities about the treatment of the physical environment in the context of a global ecological fragility and increased scholarly interest in the poetry of Arthur Nortje, a South African poet who wrote in the 1960s. While previous studies on Nortje concentrate on the political, psychic and technical aspects of his poetry, this study particularly explores the representations of the environment in Nortj e’s poetic imagination. Writing in the dark period of apartheid in South Africa’s history, Nortje’s poetry articulates a strong interest in the physical environment against the backdrop of official racialization of space and his personal nomadic life and exile. The poetry abounds with constant intersections of nature and culture (industrialism, urbanity and the quotidian), a sense of place and a deep sense of dislocation. The poems, therefore, present a platform from which to reevaluate conventional ecocritical ideas about nature, place-attachment and environmental consciousness. Drawing mainly on Felix Guattari’s ideas of three ecologies and transversality along with other theories, I conduct the study through what I call a transversal postcolonial environmental criticism, which considers the ecological value of the kind of assemblages that Nortje’s works represent. The first chapter focuses on conceptualizing a postcolonial approach to the environment based on Guattari’s concept of transversality to lay the theoretical foundation for the whole work. The second chapter analyses Nortje’s poetic imagination of place and displacement through his treatment of the private-public tension and the motif of exile. While the third chapter examines Nortje’s depiction of nature as both an everyday and urban phenomenon, the fourth chapter turns to his direct treatment of environmental crises handled through his imagination of the Canadian urban spaces, exile memory of apartheid geography, war and ecocide and the human body as a subject of environmental degradation. The fifth chapter, which is the conclusion, takes a brief look at the implication of Nortje’s complex treatment of the environment on postcolonial environmentalism.

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2

Bell, Nathan M. "Hermeneutic Environmental Philosophy: Identity, Action, and the Imagination." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752374/.

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One of the major themes in environmental philosophy in the twenty-first century has broadly focused on how we experience and value the natural world. Along those lines, the driving question I take up in this project is if our ordinary experiences are seen as interpretations, what is the significance of this for our moral claims about the environment? Drawing on the hermeneutic philosophies of Hans Georg-Gadamer and Paul Ricoeur, I examine environmental interpretation as it relates particularly to identity, meaningful action, and the mediating function of the imagination. These three interconnected aspects show both our capability for new understandings related to the natural world, as well as problem of conflicting, yet equally valid, views on environmental value. To explore this tension further I consider the relevance of hermeneutic conceptions of truth and translation for environmental ethics. A hermeneutic notion of truth highlights the difficulties in making strong normative claims about the environment, while a hermeneutic view of translation is helpful in thinking about the otherness of nature and what this means for ecological values. In this project I am particularly interested in the conflict of environmental interpretation and the implications that a hermeneutic frame has for the limits of environmental understanding and value. I argue that hermeneutics and narrative theory shows that we can argue for direct moral consideration of ecological others or the natural world only as merely possible interpretations among others.

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3

Day, Philip Garrett. "Environmental Imagination: the Constitution and Projection of a Sustainable Ethos." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700043/.

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This dissertation provides a theoretical analysis and examination of the role of imagination in the formation of an environmental ethos. The majority of ethical theories in environmental thought largely neglect the role that imagination plays in both the relationships that humans form with their environment, and the subsequent role that imagination plays in constituting the way that those relationships are understood ethically. To explore the role of imagination in constituting and subsequently projecting such an ethical way of being, this dissertation selectively analyzes the history of imagination in philosophy, cognitive science, and environmental thought. In addition, this dissertation also explores the role that images play in forming collective responses to environmental disasters, and the further role that imagination plays in overcoming the moral motivation gap.

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4

Doherty, Ciuin. "The Imagination| A Path to Personal and Planetary Individuation." Thesis, Pacifica Graduate Institute, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113369.

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This thesis draws on Jungian psychology, neuroscience, ecopsychology, and cosmology to explore the role of the imagination in facilitating individuation at personal and planetary levels. Employing the methodology of organic inquiry, it is proposed that our imaginative faculties be revisioned as extensions of an exquisitely creative universe. The potential of engaging these streams of creative energy through active imagination is explored, particularly their capacity to heal trauma by integrating dissociated neural nets into the mainstream flow of the brain. It is suggested that this movement toward internal psychic wholeness may be mirrored in the external world as we step into right brain, imaginal, embodied modes of being. The thesis investigates whether such a holistic lens may allow us to see through the destructive Western myth of humanity’s separation from nature, enabling us to reconnect at a profound level, to our one and only life support system, the Earth.

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5

Ahlbäck, Pia Maria. "Energy, heterotopia, dystopia : George Orwell, Michel Foucault and the twentieth century environmental imagination /." Åbo : Åbo akademis förlag : Åbo akademi university press, 2001. http://catalogue.bnf.fr/ark:/12148/cb38960660s.

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6

Kallipoliti, Lydia. "Mission galactic household| The resurgence of cosmological imagination in the architecture of the 1960s and 1970s." Thesis, Princeton University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560318.

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This dissertation traces a resurgent cosmological imagination in the architecture of the 1960s and 1970s. It documents how the exploration of outer space fueled a radical ecological architectural debate that addressed the reinvention of the household and domestic economy, as both a scientific and an ontological project. I am arguing that in the anticipation of a cosmic view and the search for our coordinates in the universe, there was a disciplinary inflation of previous perceptions of habitation, amplifying the household to an interplanetary organism that can capture the immensity of the cosmos and the obscure density of living systems.

Reflecting the spectacle of a finite “spaceship-earth,” previous concepts of nature’s flawless preservation, as separated from the urban milieu, engendered a novel naturalism of artificial ecology, where the functions and operations of nature were copied as precise analogues in man-made systems. At this time, the space program played a fundamental role in the reformation of the building industry, effectively adopting, rationalizing and simulating nature’s operations in the cautious cycling of provisions. The potential for conversion of all waste materials into useful ones became eminently important, as a means of survival within the enclosed space of the spacecraft. However, NASA’s experiments were not only evoking unearthly fictions; they were a catalyst for re-thinking transformed social and technical relationships as architectural problems, particularly in the domestic sphere. The space program, as a paradigm of reinventing habitation in extreme physiological conditions and instrumentalizing human agency in terms of input and output invoked an ecological sense of inhabiting the world, as seen in houses equipped with digesters, hydroponic systems, composting devices, solar components and wind generators. The projection of humanity to outer space gestated a new type of a recirculatory house, a cybernetic laboratory that can reproduce the ecosystem in its totality in smaller closed systems.

In light of this lineage, my study explores the critical intersection between ecology, cybernetics and experimentation with materials and building processes. Bringing this discussion to face contemporary debates, it is worthwhile to observe that two major peripheral areas of the architectural discipline—computation and sustainability—that are considered in almost all cases as disjunctive or irrelevant fields stem from equivalent epistemological aspirations and converged at a time when cosmological imagination (and the idea of leaving the earth) was a core disciplinary preoccupation.

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7

Vingmarker, Viktoria. "Seeing is believing is doing? : On the role of future-oriented imagination in developing motivation for a sustainable lifestyle." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353230.

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The environmental and climate-related sustainability challenges facing the world today are complex, accelerating and urgent, and they call for change from multiple stakeholders. While governments, businesses and other institutions hold a high degree of responsibility for initiating and enabling the necessary change processes towards sustainable practices, so do also individuals and communities. Despite innovative change projects worldwide much remains to be done. However, making changes is difficult for many people, and even more so in situations characterised by uncertainty. In this study the role of future-oriented imagination in motivating changes towards sustainable lifestyles was explored through an experimental intervention design. Test group participants were exposed to a guided imagination of a sustainability scenario in the year 2028, followed by a writing assignment allowing them time to engage with how they see their own future life. The control group spent the same amount of time listening to a guided present-day reflection and writing about their current everyday life. Pre- and post-intervention, both groups completed lifestyle questionnaires. The pre-intervention questionnaire constituted the baseline assessment against which their post-intervention questionnaire results (which was asking both groups to record the lifestyle decisions they thought they would be making in the year 2028 on the same behaviours as in the pre-intervention questionnaire) were compared to check for reported degrees of changes. Besides their expected lifestyle changes, their predicted future personal change and degree of pro-environmental self-identity in the year 2028 was measured. The results show that test group participants, who were exposed to the future-oriented imagination, reported a substantially higher degree of future lifestyle changes and future pro-environmental self-identity than the control group, as well as predicting a higher degree of future personal change. Future-oriented imagination seems to be a potent pathway for eliciting future-oriented sustainability engagement while avoiding some of the risks of negative spillover. This suggests that future-oriented imagination can play an important role in developing motivation for sustainable lifestyle changes, and that it can be a complement to other psychological drivers for pro-environmental behaviours.

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8

Wyant, Jordan. "The Exclusive Frontier: Whiteness and the Settler Imagination in Last Child in the Woods." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24234.

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Spurred by Richard Louv’s bestseller Last Child in the Woods: Saving Our Children from Nature Deficit-Disorder (2005), a popular movement composed of parents, educators, and researchers has increasingly called for the reconnection of children and the natural environment. This thesis interrogates the cultural assumptions at work in this call to reconnect, specifically how an American frontier imagination structures Louv’s ideal form of connection. Drawing on scholarship from the fields of ecocriticism, environmental history, and American studies I assess the implications of Louv’s frontier framing for the project of reconnecting children to nature and for the broader field of environmental education. I argue that a frontier vision of connection with nature is at times exclusionary and escapist, and more troubling, has the potential to enforce social hierarchies invested in whiteness and the U.S. settler state.
2020-01-11

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9

Matthews, Kellianne Houston. "Making Old Stories New in the Anthropocene: Reading, Creating, and the Cosmological Imagination in Darren Aronofsky's Noah." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6861.

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This thesis examines Darren Aronofsky's 2014 film Noah as a pattern for metafictionalizing narratives into thinking stories as we confront the uncertainty and challenges of the Anthropocene. While Ecocriticism has sought for the development and promotion of nature writing and environmentally oriented poetry and fiction- "new stories" that will shape a stronger environmental ethic"”it has placed too much responsibility for the environmental imagination on what we read rather than on the more important question of how we read. My argument addresses the readerly responsibilities that, if met, have the power to transform old stories and old habits of mind into environmentally relevant attitudes and behaviors. The search for new stories, in other words, although important, has tended to understate the responsibility of the reader to make stories new and to read them as cosmologies that pertain to our contemporary situation. What is needed are new ways to read and engage with stories, new reading methods to metaphorize narratives themselves, making them metafictional even when they are not. Now, in an age of climate change and environmental degradation, it is time for us to think about stories in relation to our role as protagonists in the story of the earth, imagining new possibilities and actively accepting our role of writing our story anew. I hope to demonstrate that this type of aggressive reading of even popular culture (often regarded as mainstream, or "œthoughtless" stories) can mine the necessary insights to reexamine humanity's relationship with the earth and its inhabitants.

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10

Ribeiro, Sandra Maria Patricio. "A cidade miniatura do Mário sob um olhar fenomenológico. Narrativa inscrita nas fronteiras entre a expressão poética, a psicologia social e a história." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-28012009-095750/.

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Era uma vez, um homem... seu nome era Mário Ramos Nogueira e ele vivia no interior de São Paulo. Em 1949, tudo que ele tinha na vida eram 72 bois; veio a peste e os atacou. Então, na véspera do natal, o homem fez um pacto: se Deus salvasse seu gado, construiria um presépio que seria aumentado enquanto vida tivesse. Aí, Deus curou os bois; seu Mário comprou um presépio e começou a construir uma cidadezinha ao seu redor... passaram-se os anos e a cidadezinha virou uma verdadeira metrópole, cheia de arranha-céus, avenidas, luzes e movimento as pessoas faziam fila na frente da casa do seu Mário para ver a cidade! Mas um dia, por um encantamento, a cidade desapareceu! Capturada pelas narrativas sobre a Cidade Miniatura do Mário, senti-me compelida a reverberar seu mito; a história dessa cidadezinha suscita muitas indagações sobre o desejo, a memória, a imaginação, a expressão poética; esses são temas atinentes aos estudos sobre a subjetividade e ao universo artístico mas, em seus desdobramentos, adentram os campos da psicologia socioambiental e da história: a vida política, o tempo presente, a urbanização, as utopias hegemônicas, as práticas discursivas, a oralidade o presente trabalho resultou de um esforço para identificar alguns pontos enigmáticos de intersecção dessas indagações. Tomadas como estilhas da memória, imaginação e enunciação, as imagens da cidadezinha e as narrativas de sua história foram contempladas pelo prisma metodológico da fenomenologia hermenêutica; desse modo, desvelaram-se formas elaboradas de expressão de desejos e sofrimentos inscritos nas fronteiras entre os planos psíquico, cultural, histórico e político. Enunciou-se assim, agora nas fronteiras entre a expressão poética, a psicologia social e a história, uma nova narrativa, que interpreta a Cidade Miniatura do Mário como figuração plástica de enigmas humanos universais; sua criação, como uma tentativa singular de decifrá-los.
Once upon a time, a man his name was Mario Ramos Nogueira and he lived in the interior of Sao Paulo. In 1949, everything that he had in his life was 72 oxen; the pest arrived and attacked them. Then, in Christmas Eve, the man made a pact: if God saved his cattle, he would build a Presepe that would be increased while he had life. Then, God cured the oxen; Mário bought a presepe and started to construct one small town around it the years passed by and the small town turned to a true metropolis, full of skyscrapers, avenues, light and movement - the people made line in front of Mário´s house to see the city! But one day, as under a spell, the city disappeared! Captured by the narratives of Mário´s Miniature City, I felt myself compelled to reverberate its myth; the history of this small town excites many investigations on the desire, the memory, the imagination, the poetical expression; these are referent subjects to the studies on subjectivity and to artistic universe, but, in its unfoldings, they penetrate the fields of socioambiental psychology and of history: the political life, the present time, the urbanization, the hegemonic utopias, the discursive practices, the orality - the present work resulted of an effort to identify some enigmatic intersection points of these investigations. Taking as memory fragments, imagination and enunciation, the images of the small town and the narratives of its history had been contemplated by the methodological prism of the hermeneutic phenomenology; in this manner, elaborated forms of expression of desires and pain inscribed in the borders of the psychic, cultural, historical and politician plans were unveiled. It was enunciated thus, now in the poetical expression, social psychology and history frontiers, a new narrative that interprets the Marios Miniature City as a plastic figuration of universal human enigmas; its creation, as a singular attempt to decipher them.

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Eya'a, Obame Daisy Fabiola. "Pour une réflexion écocritique postcoloniale : lecture de Petroleum de Bessora, Les neuf consciences du Malfini de Patrick Chamoiseau, The Conservationist de Nadine Gordimer et la trilogie postcoloniale de Kate Grenville (The Secret River, The Lieutenant, Sarah Thornhill)." Thesis, Brest, 2021. https://tel.archives-ouvertes.fr/tel-03789590.

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La logique impérialiste et anthropocène a donné lieu à des pratiques dont les traces se lisent dans un hégémonisme environnemental et une difficulté à tenir compte du lien au vivant, à cet autre différent, humain ou non-humain, qui participe cependant de la relation. Par une analyse écocritique postcoloniale, il apparaît que ces exploitations qui se perpétuent dans la contemporanéité ont un lien avec la crise écologique. Une approche comparatiste des œuvres de Bessora, Patrick Chamoiseau, Nadine Gordimer et Kate Grenville éclaire cet état de crise : elle guide le lecteur vers de nouvelles réalités et annonce les contours changeants d’un environnement naturel en mutation. Les œuvres réapprennent également à l’humain à poser un regard autre sur la nature environnante et véhiculent des valeurs culturelles propres à enrichir la relation au vivant. En ce sens, la littérature contribue à montrer que la réconciliation se construit par l’éveil d’une conscience environnementale, c’est-à-dire la modélisation de l'interaction entre l’humain et l’environnement pour préserver la nature. La réconciliation se tisse en outre par un rapprochement entre l’imagination littéraire et l'inclusion de réalités socioculturelles, qui conduit à une poétique sensible de l’habitation du monde. La trajectoire culturelle d’un groupe étant liée à la terre, il est nécessaire que la prise de conscience écologique passe d’abord par les cultures locales. Autrement dit, il faut décoloniser le savoir écologique afin d’aboutir à une restauration de l’environnement naturel et des relations entre les différentes formes de vie. Le but de ce travail est donc de mettre en évidence les éléments qui rendent possible une réconciliation entre exigences anthropocentrées et éthique environnementale
The imperialist and anthropocene logic has given rise to practices whose traces are to be found in an environmental type of hegemonism and a difficult apprehension of the connection to the living, to this different, human or non-hum another, who nevertheless participates in the relation. A postcolonial ecocritical analysis shows that these exploitations which are perpetuated in the contemporary world have a link with the ecological crisis. A comparatist approach to the works of Bessora, Patrick Chamoiseau, Nadine Gordimer and Kate Grenville highlights this state of crisis: it guides the reader to wards new realities and announces the evolving contours of a changing natural environment. These works also teach humans to look at the surrounding nature in a different way and convey cultural values that are likely to enrich the relationship with the living. In this sense, literature shows that reconciliation cannot be achieved without man’s awakening to an environmental conscience, that is to say the modelling of the interaction between humans and the environment to preserve nature. Reconciliation means that the working together of the literary imagination and the inclusion of socio-cultural realities will lead to a sensitive poetics of inhabiting the world. Since the cultural trajectory of a group is linked to the earth, ecological awareness must first be developed by local cultures to then influence global cultures. In other words, it is necessary to decolonize ecological know ledge in order to restore the natural environment and the relationships between the different forms of life. The goal is therefore to identify the elements that enable a reconciliation between anthropocentric requirements and environmental ethics

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12

Beyers, Christelle. "Exploring a sustainability imagination : a perspective on the integrating and visioning role of stories and symbolism in sustainability through an alternative education case study." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/936.

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13

Greenhill, Susan Heather. "Maps for the lost: A collection of short fiction And Human / nature ecotones: Climate change and the ecological imagination: A critical essay." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1701.

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The thesis comprises a collection of short fiction, Maps for the Lost, and a critical essay, “Human / Nature Ecotones: Climate Change and the Ecological Imagination.” In ecological terms, areas of interaction between adjacent ecosystems are known as ecotones. Sites of relationship between biotic communities, they are charged with fertility and evolutionary possibility. While postcolonial scholarship is concerned with borders as points of cross-cultural contact, ecocritical thought focuses upon the ecotone that occurs at the interface between human and non-human nature. In their occupation of the liminal zones between human and natural realms, the characters and narratives of Maps for the Lost reveal and nurture the porosity of conventional demarcations. In the title story, a Czech artist maps the globe by night in order to find his lover. The buried geographies of human landscapes coalesce with those of the non-human realm: the territories of wolves and the scent-trails of a fox mingle imperceptibly with nocturnal Prague and the ransacked villages of post-war Croatia. In “Seeds,” a narrative structured around the process of biological growth, the lost memories of an elderly woman are returned to her by her garden. “The Skin of the Ocean” traces the obsession of a diver who sinks his yacht under the weight of coral and fish, while in “Drift,” an Iranian refugee writes letters along the tide-line of a Tasmanian beach. The essay identifies the inadequacy of literature and literary scholarship’s response to the threat of climate change as a failure of the imagination, reflecting the transgressive dimension of the crisis itself, and the dualistic legacy which still informs Western discourse on non-human nature. In order to redress this shortfall, which I argue the current generations of writers have an urgent moral responsibility to do, it is critical that we learn to understand the natural world of which we are a part, in ways that cast off the limitations of conventional representation. Paradoxically, it is the profoundly disruptive (apocalyptic?) nature of the climate crisis itself, which may create the imaginative traction for that shift in comprehension, forcing us, through loss, to interpret the world in ways that have been forgotten, or are fundamentally new. By analysing Alexis Wright’s The Swan Book, and Les Murray’s “Presence” sequence, the essay explores the correlation between imaginative and ecological processes, and the role of voice, embodiment, patterning and story in negotiations of nature and place. In the context of the asymptotical essence of the relation between text and world, and the paradox of phenomenological representation, it calls for a deeper cultural engagement with scientific discourse and indigenous philosophy, in order to illuminate the multiplicity and complexity of human connections to the non-human natural world

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14

Henderson, James M. "Architecture for the Imagination: A Study of an Elementary Educational Environment." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33298.

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This thesis seeks to create an environment that encourages the learning process by addressing issues of emotional and physical well-being. The concept implies that success in learning can be linked to the environment of an elementary school. The building does not have to teach by itself, but merely facilitate the learning process through the making of a comfortable environment. Designing an elementary school demands that the architect look at the world through the eyes of a child. If the architect considers the scale of the building, both in terms of size and perception, the school becomes an oasis of security for the child that inspires intellectual growth. By integrating environmental design issues that are traditionally ignored in contemporary schools, like natural ventilation or daylighting, the school becomes less of an institution and more like a home.
Master of Architecture

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15

Kamenou, Sophie. "Promoting drama activities in outdoor environments for elementary school children." Thesis, Linköping University, Department of Arts, Craft and Design, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7011.

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This study was undertaken among teachers in different schools of Sweden and among several teachers with experience in teaching drama during February and March 2006. The aim was to explore what the beneficial aspects of working with drama outdoors are and simultaneously to examine any problems that may appear and what kind of activities the teachers believe are more conducive to outdoor settings.

Qualitative research methods were used for this study. An open questionnaire was sent to eight drama teachers for their opinion on doing drama activities in outdoor environments. Also, activities recommended for using in outdoor settings were prepared and send to several teachers, some of whom had previous experience working outdoors. They were asked later in an open questionnaire to evaluate the relative success of the activities they managed to do and the positive aspects and problems they encountered in doing the activities in outdoor settings. Additionally, some unstructured observations of two different groups took place in two elementary schools.

The research reveals that in general terms, the teachers encountered many beneficial outcomes of using drama activities in outdoor environments and they encountered some problems as well.

This study demonstrates the relative success and benefits of drama activities in outdoor environments and addresses some common problems that may appear. It contains a variety of drama activities that can be useful to teachers who are interested in working with drama in the outdoors. The discussion includes some recommendations for teachers.

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Sipitakiat, Arnan 1974. "Digital technology for conviviality : making the most of students' energy and imagination in learning environments." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/62359.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2001.
Includes bibliographical references (p. 123-125).
This thesis contributes to the body of research on constructionist philosophy. It expands the conceptual framework to a broader scale by linking constructionism to Ivan Illich's notion of conviviality. An emphasis on developing convivial learning environments has been made. The learning activities were developed with a special highlight on the idea of emergent design. The emphasis on conviviality and emergent design allowed a systematic and theorized framework to identify and discuss the pattern in the developmental process of learning activities, which is an area in the constructionist framework that needs more study. I gave special emphasis on learning activities that involve tool construction. I show how the making of tools could strengthen conviviality. I present a concept of dynamic equilibrium that allows different methods of learning and teaching to intertwine. I present a case study based on a five-week fieldwork conducted at a rural school of northern Thailand.
by Arnan Sipitakiat.
S.M.

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17

Snell, Edgar William. "Close focus : interpreting Western Australia’s visual culture." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2309.

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Distance from the centres of world art and from national hubs of creative practice provides both opportunities and constraints for Western Australian visual artists. Informed but isolated, they have learned to direct the lens shaped by received ideas onto the extraordinary natural environment they inhabit. Regional perspectives influence this act of re-focusing, which is inflected by local knowledge and personal experience in a process of reinvention and re-imagination that has escalated since the Second World War.The objective of this PhD by supplication is to situate my practice as an art historian, critic and curator within the broader context of Australian visual culture and to examine how the process of assimilation, described by George Seddon as taking 'imaginative possession', has contributed to our understanding of local identity within the wider framework of a national identity.In my writing and through my activity as a curator of exhibitions over the past two decades, I have identified the importance of local conditions in generating a critical, regional practice and I have shown how imported ideas have been absorbed, modified and accommodated within the work of the State’s leading artists to create a vibrant sense of regional identity that makes a significant contribution to our understanding of a wider and more comprehensive view of cultural practice in Australia.

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18

Chen, Timothy. "Imaginative Geographies and State Reliance: Examining Taiwan's Shanyuan Bay and Miramar Resort." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19692.

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The development of Miramar Resort in Taitung, Taiwan has attracted much debate and attention in the past ten years. The case contains themes of rural poverty, indigenous agency, environmental protection, and economic development; therefore, any potential outcome has far-reaching and deeper implications for the local rural and indigenous residents but also for Taiwanese society’s future approaches to similar development projects which appear to pit economic development against environmental protection and indigenous rights. Through qualitative interviews, this case study examines dynamics of power and agency from an environmental justice standpoint, focusing on the themes of how landscape perception is shaped and utilized by outsiders to gain agency and how reliance of rural communities upon the state serve as a limiting force in their development. Such dynamics have shaped responses to the Miramar case and can reinforce existing inequalities if not considered critically.

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19

Redavid, Claudio. "Virtual Test Environment for Motion Capture Shoots." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-21300.

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This master thesis presents the design of an implementation of a working prototype for an augmented motion capture acting environment. Motion capture (MoCap), the recording of movements to be applied to characters or objects in computer graphics simulations, is widely used in video games, advertisement, and cinema. MoCap is realized through different techniques, where one common problem is the efficiency to capture actor’s motion performances. To capture motions without obstacles for the motion detectors, actors act blindly, without graphic references while acting. Mistakes or a poor correlation between the actors performances and the computer graphics simulation requires the scene either to be taken many times or to be corrected afterwards in time-consuming post-production. These issues slow down the production process or lead to a low quality product.We suggest that one way to limit the problem of efficiency in motion capture is to let actors perform in a virtual environment. To this end, this master thesis presents a simple prototypeenvironment with the goal to support actors’ performances to improve motion capture efficiency. The idea is to surround an actor with four screens which display the virtual environment. A Microsoft Kinect camera is utilized for motion capture. Gestures are usedto trigger interactions between the actor and the virtual environment. Furthermore, the thesis explores the applicability of open source libraries, game engines, and inexpensivegeneral purpose technology. We suggest, as indicated by demonstrated validity, that virtual environments and augmented motion capture improve the conditions for actors, thus providing more efficient motion capture shots. However, further research and quantitative measurements are needed to understand and fully evaluate the effect of the presented prototype tool.

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20

Anderson, Kelly King. "Pretend Play at Home: Creating An Educationally Enriched Environment for Emergent Literacy Among Preschool-Aged Children." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd962.pdf.

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21

Vybiral, Anna-Karin. "Barns bildskapande i naturen." Thesis, Karlstad University, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3376.

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Denna uppsats behandlar hur naturen används som ett pedagogiskt rum och barnets

bildskapande i naturen sett ur olika perspektiv. De flätas samman i en undersökning hur

pedagoger använder barnets bildskapande i naturen. I den här uppsatsen undersöks en förskola

för att kartlägga deras vanor och visioner om bildskapande i naturen. Utifrån intervju och studie

belyser uppsatsen både pedagogernas erfarenheter och visioner såväl som barnens upplevelser.

Studieobjektet i denna undersökning är en Ur och Skur profilerad förskola.

Huvudresultatet är att miljön för barnens bildskapande påverkar och gör sitt avtryck. Får barnet

näring till sin fantasi sker en utveckling.

This essay examines from different perspectives how the nature is used as an educational

environment for childrens creation of visual arts. Childrens creations of visual arts in the nature

are brought together with educationists practice. More closely, one preschool class and their

educationists have been examined and interviewed about their experiences, practices and visions

of creating art in the forest. The school in this inquiry has focus of outdoor education (sv. ”Ur

och Skur”).

The main result is that the environment for childrens creation of visual art make sense and takes

an impression of. May children get livelihood/stimulation for their imagination it will be a

progress

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22

Silva, Daniele Nunes Henrique. "Imaginação, criança e escola : processos criativos na sala de aula." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252412.

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Анотація:

Orientador: Angel Pino Sirgado
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-07T11:59:27Z (GMT). No. of bitstreams: 1 Silva_DanieleNunesHenrique_D.pdf: 8410005 bytes, checksum: 3ee859b16919ec4631d162f400cebc36 (MD5) Previous issue date: 2006
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação

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23

Khatri, Priyadarshini A. "Global Discontents." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1146.

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My creative project explores toys as means to express economic issues of globalization. By exploiting the educational and imaginative aspects of toys for adults and children, I intend to reflect on the impact and pressures of globalization on employment, technology and environment. In creating these toys I hope to make a visual statement concerning critical issues of human survival, sustainability and the divisive side of globalization.

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24

Lu, An, and 陸安. "Analysis of teachers' imagination about environmental education:issues, positions, and fallacies." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/rwg6k9.

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Анотація:

碩士
國立臺灣師範大學
環境教育研究所
105
The 21st century, also known as information explosion era, is when we can easily get information about environment from different ways due to the rise of environmental awareness, and of course, education. However, the concept and scope of environmental education are divergent, and its definition and concept of propaganda vary from person to person. Therefore, slogans like “save trees to save earth”, or “land a hand to save trees” had become popular and stayed in our heart as mottos. But without questioning them, we all took actions as soon as we heard those slogans, even if the slogans themselves are designed with misconceptions, or worse, prejudgments. This research collect, analyze and categorize issues, appeals, and fallacies that appear in the award-winning environmental teaching plans and examine the understanding and awareness of "environmental education" among teachers and participants in those campaigns. Though the process of this research, the researcher can therefore find out how teachers' acknowledgement of environmental education. The researcher classified environmental issues into ten categories, according to the content of lesson plans: energy, animal and plant conservation, environmental ecology, pollution, resources, climate change, food and agriculture, disaster, sustainable living and ocean. The lesson plans also, were classified into "rational appeals”, “positive emotional appeal”, “negative emotional appeal”, and “moral appeal” four attributions by how teachers design their teaching plan. The author tried to find the scope and subject of preference of the writers of environmental education plans through analysis and integration. In addition, this research also classified fallacies in into "misconception", “prejudice” "stereotype", "incomplete semantics" and "misnomer" five categories for understanding the fallacy concepts of the writers of environmental education teaching plans. Results showed that among all issues that mentioned in teaching plans, “sustainable living” is the most favorite issue, followed by “pollution” and “energy”. About the appeals that showed in teaching plans, the researcher found that “negative emotional appeals”, especially “fear appeals” are most common in those teaching plans, even if teachers have no intention to use them. Through fallacies examining, researcher found that “misconceptions” and “incomplete semantics” are most common in teaching plans.

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25

So, Chi-Tao, and 蘇志濤. "Future Imagination of Environmental Movements: The Case of Taiwan and Hong Kong." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9tc72r.

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Анотація:

碩士
淡江大學
未來學研究所碩士班
102
Environmental movement has become one of the world''s major social movements. Before the lifting of martial law, Taiwan had anti-pollution, anti-nuclear and other environmental movements, the environmental movements in Hong Kong adopted British environmental education, ecological conservation, since 1997, Hong Kong’s civil society gradually have more intense environmental protest actions or movements. In this study, researcher had visited representatively nine environmental organizations in Taiwan and Hong Kong, including: Taiwan Environmental Protection Union, Green Party Taiwan, Taiwan Environmental Information Association, The Society of Wildness, Homemakers United Foundation, The Conservancy Association, Greeners Action, Green Power, Friends of the Earth ( Hong Kong). Summarize the differences between Taiwan and Hong Kong in recent years, the environmental movement to focus on issues such as, ability of mobilization, operations planning, action Strategy planning and adoption, action strategies and goal through in-depth interview. In this study I analyze the future demand for local non-governmental organization’s environmental movement, outlines the environmental organizations in Taiwan and Hong Kong with four types of the future imagination of the environmental movement, including: Eco-education, anti-pollution action, emergency mobilization, long-term protest and so on, provide Taiwan and Hong Kong‘s environmental organizations to promote future environmental movement as action as references. The study found that the long-term environmental issues, unexpected environmental issues, environmental or ecological education, anti-pollution protest or environmental movement, through the Cartesian coordinate system depicted that Taiwan and Hong Kong’s environmental groups the future strategy of the analysis under the following: Taiwan Environmental Protection Union is an active environmental group, they initially position themselves in unexpected environmental issues such as anti-pollution protest or the environmental movement in the field, In the future they may drive toward unexpected environmental education environmental or ecological issues, toward long-term environmental issues of environmental or ecological education orientation, or can also toward anti-pollution protest or environmental movement. Green Party Taiwan was initially situated in unexpected environmental issues of anti-pollution protest or the environmental movement in the field; in the future they may look toward unexpected environmental issues of environmental education or ecological issues, or can toward the long-term environmental issues of the anti-pollution protest or environmental movement direction. The Society of Wildness and Homemakers United Foundation is static environmental group, they were originally in the field of long-term environmental issues within the environmental or ecological education, so in the future they will continue to remain in the original direction. Taiwan Environmental Information Association initially in the field of long-term environmental issues inside environmental or ecological education, in the future they could focus toward unexpected environmental or ecological proposed environmental education, can also be the anti-pollution protest or environmental movement. The Conservancy Association was initially in long-term environmental issues in the areas of environmental or ecological education, in the future they may result in unexpected environmental issues of environmental or ecological education. Green Power was originally in the field of long-term environmental issues inside the environment or ecological education; In the future they may stay in the unexpected environmental issues with environment or ecological education. Greeners Action was initially in the field of long-term environmental issues inside the environment or ecological education, in the future they could surround in long-term environmental issues of the anti-pollution protest or environmental movement can also keep in direction towards the unexpected environmental issues of the environmental or ecological education. Friends of the Earth ( Hong Kong) was initially in the field of long-term environmental issues of the environmental or ecological education, in the future they may position themselves in the unexpected environmental issues of the environmental or ecological education, can also stay towards the anti-pollution protest or environmental movement direction.

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26

Li, Hsiao-Ching, and 李曉菁. "Nature-Oriented Films of Taiwan (2004 - 2009):Wilderness, Technology and Environmental Imagination." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/99092144197001224411.

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Анотація:

博士
淡江大學
英文學系博士班
98
With the bourgeoning of nature film festivals around the world within these ten years in scale, scope and impact, nature-oriented films are developing beyond their original scope of wildlife or wilderness, and spreading to related fields concerning diverse issues of toxic pollution, environmental justice, crisis of the environment and the relationship between human beings and non-human beings. This dissertation approaches nature-oriented films from the perspective of ecocriticism so as to examine how “nature” is visually represented in “nature-oriented films,” “environmental films,” and “green screens,” and how such visual representation has played the role of an alternative nature as both a prediscursive entity as well as a culture-constructed text. The genres of nature-oriented films are more and more inclusive of diverse methods of representation, such as incorporating scientific knowledge and technological skills. Its motifs include wildlife ecology, the existence of the wilderness, environmental risks, the conflicts between traditional and modern ways of life, scientific education, environmental imagination, the concern for endangered species, and city problems. Two notions need to be emphasized in reading nature films. One is to treat nature per se as an autonomous actor, while all the animals, plants and organic beings are playing the main characters; in comparison, human beings play more the roles of beholders or spectators. Furthermore, the role of film is significant in the way it acts as mediator to connect nature as the main character on the one hand and human beings as the co-constructor of nature on the other hand. The audiences are participating in the process of representation, imagination, and creation of an alternative identity of nature through film watching. Certain films of the 3rd Green Screen Internationales Naturfilmfestival, the 5th Darser Naturfilmfestival, the 8th NaturVision Internationales Natur-und Tierfilmfestival, which were held in Germany in 2009, the 15th Festival Nature Namur in Belgium in 2009, the 7th Matsalu Nature Film Festival in Estonia in 2009, and the 27e Festival International Du Film D’Environnement in Paris, France in 2009, and the Green International Film Festival of Taiwan (G.I.F.T.) since its initiation in 2004 will be put into comparison in this dissertation to examine the play of “nature.” Some films that can be considered as new wave “nature-oriented films” of Taiwan, which are supposed to be distinguished from the conventional wildlife films are analyzed in depth: Plant Wars, Bird Without Borders, and Spirits of Orchid Island. Furthermore, I will use the term “traditional environmental films” to distinguish these from the “environmental films” I discuss in chapter three, in which two “environmental films” Let It Be and Gift of Life are examined.

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27

Darnovsky, Marcy. "The green challenge to consumer culture the movement, the marketers, and the environmental imagination /." Diss., 1996. http://catalog.hathitrust.org/api/volumes/oclc/37505617.html.

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28

劉懿瑩. "On the Primary School Future Environmental Education Based on the Integration of Future Imagination with Picture Books╴A Case Study." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/z2nuw4.

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Анотація:

碩士
佛光大學
未來與樂活產業學系
102
The purpose of this study aims to scrutinize how primary school teachers employ theories regarding future imagination to design future imagination teaching program. The design of this research is a combination of the framework for future imagination, imaginative capacities, and picture books, which intends to stimulate students’ future imagination of the environment they are living in. In order to develop appropriate teaching plans of future imagination, the research was designed on the basis of action research methodology, conducted from October to December 2013. Ching Gou Elementary School of Yilan County was selected as the research site. Year 2 students were invited to take part of this research, in which Class A was designed as the experimental group while Class B was the control group. Rich information was elicited from different pathways in this research, including observation in the classroom, relevant documents produced by involved students, and reflective diary of the researcher. At the same time, imagination scale test was used for pre-test and pro-test tool in order to assess the differences in quantity. The outcomes of this study are threefold: I. Teaching program design： "The creation of a dream environment"--The future environmental curriculum can be divided into four stages. At the stage of considering the future, ‘’the clunking noise of excavator" is used to help students to observe the environmental changes and attract their learning interests. At the stage of envisioning the future, the use of "the Tomorrow Book" allows students to clarify their values, think critically, discuss the current environmental problems, and propose possible solutions. At the stage of choosing the future, "saving the polar bears’’ makes students to think the future environment in different aspects which develops students’ creative imagination. At the stage of establish the future, students discuss and practice in a group in "the Wonderful Garden", which change their attitude and execution ability. II. Learning effects： 1.Helps to increase the fluency, creativity and adaptive capacities among pupils. 2.Helps to assist pupils in changing the direction of imagination and their performances on future imagination. 3.Helps students to be aware of environmental issues and think the possible methods of improving current environmental problems. 4.Helps students to think and imagine the future environment positively and develop their ability to make decisions. III. Self-reflections on instructional activities： 1.The progress of the study (1)In observation of teaching field problems, the researcher seeks solutions and improves teaching methods. (2)By reading, practice and collaborative learning, the researcher enhances the professional capacities. 2.The course process (1)Students are invited to imagine and think freely, on the association between environmental issues, future imagination theories, and picture books. (2)In order to achieve the teaching objectives, the researcher designs diverse curricular activities which enable students to imagine the future environment. 3.Classroom management (1)Encouraging students to have future imagination creatively, by recognition and acceptance of students’ uniqueness. (2)By reducing the provision of reference examples, the researcher allows students to think freely and establish the future environmental blueprint. According to the results, the study provides some recommendations for further research.

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CHEN, LUNG-YIN, and 陳瓏尹. "Human Environment Future Imagination Education Course’s Effects on Elementary Students’ Imagination and Creativity." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/18052859689190072558.

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碩士
國立高雄師範大學
特殊教育學系
104
Abstract This study designed to examine the effects on elementary students’ imagination and creativity through the human environment future imagination education course. This study adopted a quasi experimental research. The participants were 28 grade six students as the experimental group, among them, three boys were gifted students and one student was with special needs. The other group was the control group, a total of 29 participants, among them, three were gifted students. All students did not participate in similar courses before. The experimental period of this study was 4 weeks, 4 hours a week, a total of 16 teaching hours. Measurement tools included: “Future beliefs questionnaire”, “Test of Creative Imagination” ( figural and verbal ), “Torrance Tests of Creative Thinking, Figural A（TTCT）” and “Torrance Tests of Creative Thinking, Verbal, Forms A（TTCT）”. They were all pre- and post- tested to explore if there were significant differences between the two groups concerning to their imagination and creativity. From the results of the experimentation, the effects of the human environment future imagination education course on students’ performance of imagination were as follows: 1. The course had significant effects on students’ performance of fluency, flexibility and originality in “Test of Creative Imagination (verbal)”. 2. The course had significant effects on students’ performance of fluency, flexibility and originality and elaboration in “Test of Creative Imagination (figural)”. 3. The course had no significant effects on students’ performance of abstractness of titles in “Test of Creative Imagination (figural)”. 4. The course had no significant effects on students’ imagination characteristics including problem solving, imagining future, positive feeling, and imagination clearness in“Imagination characteristic questionnaire”. From the results of the experimentation, the effects of the human environment future imagination education course on students’ performance of creativity were as follows: 1. The course had significant effects on students’ performance of fluency, flexibility and originality in “Torrance Tests of Creative Thinking, Verbal, Forms A”. 2. The course had significant effects on students’ performance of fluency in “Torrance Tests of Creative Thinking, Figural, Forms A”. 3. The course had no significant effects on students’ performance of abstractness of titles, originality, elaboration and openness in “Torrance Tests of Creative Thinking, Figural, Forms A”. Key words: future imagination, imagination, creativity, human environment

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30

Wei, Hsien-Cheng, and 韋賢政. "The influence of game environment on World of Warcraft player`s imagination and playing behaviors." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23659589859573834449.

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Анотація:

碩士
元智大學
資訊傳播學系
99
This study is aim at exploring what are the game behaviors in role-play games that facilitated by imagination and what are the environmental factors that stimulate the WOW (World of Warcraft) player’s imagination. The playing behavior facilitated by imagination could be classified as achiever, explorer, socialize, and killer. The game environment concerns three factors: physical environment, player roles, and game society. The study found that the character of explorer relies on imagination the most. In other words, when players keep exploring the unknown environment to satisfy their curiosity, this behavior stimulates player''s imagination at the same time. The constant imagination process is extremely helpful for stimulating imagination. The task that guides the player to immerse in the story plot, mission, and character is the best source for stimulating player’s imagination (especially for stimulating female player’s imagination). Besides, the display of visual effect is a boost to prompt player’s imagination. As a result, a game using drama, lighting, colors, scenes and other visual design to create a view of the world''s atmosphere, can certainly guide player to immerse in role-playing behavior, and further stimulate the player''s imagination. On the other hand, this study also found that the degree of the impacts of "game society" is slightly lower than that of "physical environment" and "player roles"; however, the influential factors cannot be underestimated. The study concluded that though the main purpose of online games is to provide entertainment, it would be better if game developers could develop education through entertainment and incorporate activities that cultivate capabilities of strategy formulating, creativity facilitating, imagination, competitiveness, cooperative ability, and esthetics, these elements will promote on-line game to higher level.

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31

McKellar, Strapp Bennett Paige. "Behind the green screen: critiquing the narratives of climate change documentaries." Thesis, 2020. http://hdl.handle.net/1828/12488.

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As the climate crisis continues unabated, documentary films have become an increasingly popular medium through which to communicate its causes and impacts. Such films are an easily accessible form of mass media that has the potential to reach wide-ranging and large audiences, and often star popular celebrities. However, few academic studies have examined climate change documentaries and considered the ‘story’ of climate change that such films create. The lack of critical engagement with climate change documentaries is significant as it suggests the narratives of such films have been left largely unexamined despite their importance as a form of popular environmental communication. In this thesis, I use content analysis and narrative analysis to examine how 10 popular climate change documentaries tell the ‘story’ of climate change and produce specific ‘imaginative geographies’ about regions that are particularly vulnerable to climate change. Though I note throughout my analysis that there are several moments of rupture in which counter-narratives emerge, the dominant discourse throughout these 10 films is one that generally reinforces Western science and technocratic modernity as the solution to climate change, and racialized ‘Others’ as its passive victims. Understanding how climate change documentaries construct their narratives and select their specific topics of focus provides important insight into how popular ‘imaginaries’ regarding the climate crisis have been produced.
Graduate

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32

Vaculová, Veronika. "Role imaginace v estetickém oceňování přírody." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-358296.

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The topic of this diploma thesis is the matter of the role of imagination in aesthetic appreciation of nature. Starting points of the inquiry are the concepts of Ronald W. Hepburn, Emily Brady, Marcia Muelder Eaton and others. This work tries to show, in spite of the divergencies of views that the philosophers hold, not only the differences but also similarities of their apprehensions of the role of imagination in aesthetic appreciation of nature. The aim of the thesis is among others to answer the following questions: What are the modes of imaginative activity relating to aesthetic object? What is the difference between execution of imagination in aesthetic experiencing of nature and in experiencing works of art? What is the role of exercise of imagination in developing and preserving sustainable environments? Is the cooperation of imaginative model and science- based model of aesthetic appreciation of nature possible? The first part of the work concerns the presentation of relevant approaches. The second part compares different understandings of the role of imagination in aesthetic appreciation of nature and it answers the question of how imagination relates to the discussed aesthetic object. The following parts of the work focus on answering above-mentioned questions.

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Leggett, Nicole. "Intentional teaching practices of educators and the development of creative thought processes of young children within Australian early childhood centres." Thesis, 2014. http://hdl.handle.net/1959.13/1062788.

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Research Doctorate - Doctor of Philosophy (PhD)
This thesis presents an in-depth investigation of the intentional teaching strategies of educators as they provided provocations for creative thinking in four-to-six-year-old children. This qualitative research draws from constructivist grounded theory methods (Charmaz 2006) within context dependant case study analysis as a methodology to analyse and interpret rich data about two phenomena: ‘intentional teaching’ and ‘creative thinking’. The relationship of intentionally teaching young children and the development of creative thought processes of young children is a new area for investigation; one that requires conversations around what is currently understood. This study embraces the unity of social interactions in which new understandings are formed. This research was developed within a constructivist paradigm emphasising description, analysis and the co-construction of interpretations together with six educators and fifty-seven children from three participating early childhood centres. This research examines the role of the educator as an intentional teacher within Australian early learning environments and investigates the relationship of this role to children’s developing creativity. Theoretically informed by Vygotsky’s sociocultural constructivist approach (1930, 1978) and neo-Vygotskian theories on creativity (John-Steiner & Moran, 2012), this study explores the creative thought processes of children through play, meaning-making and imagination. Evidence from this research suggests that the role of the educator is pivotal in assisting children in the development of innovative solutions and ideas within social learning contexts. This thesis presents an opportunity to examine previously unexplored territory in early childhood education. One significant implication of this study is its potential to assist educators in the recognition and implementation of specific identified strategies for intentional teaching as part of their pedagogical practices. This study concludes by contributing further understandings for the role of the intentional teacher in supporting the development of creative thinking in young children as part of the Early Years Learning Framework (EYLF) within Australian contexts.

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Moore, Glynnis Leigh. "Drama as an instructional tool to develop cultural competency among learners in multicultural secondary schools in South Africa." Thesis, 2009. http://hdl.handle.net/10500/3206.

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Дисертації з теми "Environmental imagination"

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