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Journal articles on the topic 'Imagination'

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1

Mujiati, Dwi Sinta, Eggy Fajar Andalas, and Arif Setiawan. "Hubungan bentuk imajinasi dengan kata konkret dalam pantun karya siswa kelas VII SMP." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 7, no. 2 (June 3, 2024): 303–14. http://dx.doi.org/10.30872/diglosia.v7i2.963.

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Junior high school students are taught to write rhymes, which leads to a number of interesting phenomena. This study focused on imagination and concrete words in rhymes written by students. This study aims to describe the relationship between the use of imagination and concrete words chosen by grade VII junior high school students. The method used is qualitative research with a correlational approach, where there are two variables, namely imagination and concrete words that will be analyzed the relationship between the two. At the level of text analysis, the results of the analysis show that there are three imaginations used, namely visual, auditive and tactile imagination while the concrete words used are classified into four, namely concrete words that describe an object, a place, food and drink, and fruits. The results showed a relationship between students' imagination and the use of concrete words in written rhymes. This is influenced by the student's ability to concretize the chosen word. Students who are more imaginative will use concrete words more creatively and create a stronger imagination in student rhymes.
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Berenbaum, Shawna. "Imagination Nourishes Dietetic Practice: 2005 Ryley-Jeffs Memorial Lecture." Canadian Journal of Dietetic Practice and Research 66, no. 3 (September 2005): 193–96. http://dx.doi.org/10.3148/66.3.2005.193.

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Albert Einstein once stated that imagination is more important than knowledge. How important is imagination to the dietetic profession? What have been the imaginations of dietitians over the years? Where would we be today without these imaginations? Can imagination be fostered and developed? What future imaginations will shape the dietetic profession? This article explores the phenomenon of imagination and why it is important to dietetic practice.
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Roszak, Piotr, and John Anthony Berry. "Moral Aspects of Imaginative Art in Thomas Aquinas." Religions 12, no. 5 (May 1, 2021): 322. http://dx.doi.org/10.3390/rel12050322.

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For Thomas Aquinas, the imagination, being one of the “inner senses”, is a doorway to attain true knowledge. In this paper, we first analyze his lexicon in this regard (imaginatio and phantasia). Second, we discuss imagination as the subject matter of the intellectual virtues, which facilitate cognition and judgment. The development of imagination is the foundation of his vision of education not only on the natural but also on the supernatural level. Third, we explore Aquinas’ moral assessment of imaginative art and finally its influence on shaping the character. This influence occurs on two levels: it is assessed from the perspective of charity, justice, prudence and purity, namely to what extent the art serves these values, whereas the second criterion is beauty.
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Talley, Jared L. "Computer Generated Media and Experiential Impact on our Imaginations." Techné: Research in Philosophy and Technology 25, no. 2 (2021): 260–83. http://dx.doi.org/10.5840/techne202168142.

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The human imagination is puzzling. Barring extreme cases, every person has an intimate relationship with their own imagination, and although the constitution of that relationship may itself be obscure, we should not assume that it is thus inconsequential. This raises the salient question of this essay: How is imagination consequential? I develop an account of the imagination that helps to evaluate the impact of digital manipulation through Computer Generated Media on our imaginations, especially as it occurs in media-saturated societies. This essay proceeds in four parts. First, I briefly develop an account of the imagination that serves this evaluation. Second, I describe how digital technology is able to impact our imaginations. Third, I explore the impacts that this has on our imaginations—what I label the horizontal and vertical stretching of our imaginations. Lastly, I consider plausible consequences of stretching our imaginations with digital technologies.
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Nordon, Didier. "Rigoureuse imagination, imaginative rigueur." Quadrature, no. 74 (September 4, 2009): 44–45. http://dx.doi.org/10.1051/quadrature/2009017.

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Spreitzer, Brigitte. "Die Sprachlichkeit des Bildlichen – Metapher und Symbol in der Katathym Imaginativen Psychotherapie." Imagination 34, no. 1-2 (January 1, 2012): 212–22. http://dx.doi.org/10.24989/ig.v34i1-2.3596.

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Der Beitrag fokussiert auf sprachliche Aspekte von Imaginationen. Die Frage nach der Beschaffenheit sogenannter Bildhaftigkeit in imaginativen Prozessen wird in einem transdisziplinären Diskurs verortet und am Beispiel von Metapher und Symbol erkundet. Mit Soldt wird die Metapher als bildprovozierendes rhetorisches Instrument theoretisiert, das eine nur durch Imagination zu bewältigende Spannung erzeugt. Damit ist die Schnittstelle markiert, an der Sprache und Imagination konvergieren, und der innerpsychische Raum umrissen, in dem das Kreieren neuer Bedeutungen möglich wird. An einem paradigmatischen Beispiel wird Imaginieren als ein fluktuierender Prozess der Bedeutungsgebung herausgestellt, der durch die Analyse von Metaphorisierungen und Symbolisierungen transparent wird.
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Dieter, Jadranka. "Katathym Imaginative Psychotherapie im intersubjektiven Kontext." Imagination 42, no. 3 (July 1, 2020): 5–26. http://dx.doi.org/10.24989/ig.v42i3.3204.

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Einerseits spiegeln therapeutische Imaginationen in der Art ihrer aktuellen und potentiellen Verwendbarkeit die Symbolisierungsfähigkeit wider, andererseits fördern sie deren Entwicklung. Auf dem Hintergrund der intersubjektiven Wende in der Psychoanalyse ist eine therapeutische Imagination ein gemeinsames Produkt der intersubjektiven Begegnung des Selbst mit dem Anderen im Hier und Jetzt. Diese Erkenntnisse eröffnen neue Perspektiven für die Behandlungsmöglichkeiten in der KIP. Anhand einer Fallvignette wird in dieser Arbeit unter anderem dargestellt, welche Rolle die intersubjektive Begegnung im Hier und Jetzt für psychische Transformationsprozesse spielt. Zentrale Fragen sind dabei: Wie vollzieht sich die Entwicklung von der »imaginativen Inszenierung« zur »symbolischen Repräsentanz«? Wie kann eine intersubjektive Imagination die Symbolisierungsfähigkeit verbessern und die psychische Struktur verändern?
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Kardelis, Naglis. "Vaizduotė ir filosofijos ištakos." Lietuvos kultūros tyrimai 1 (2011): 124–35. https://doi.org/10.53630/lkt.2011.6.

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The author of the article examines some aspects of the role of imagination in the beginnings of Western philosophy. Starting from the distinction between the imaginative and the self-evident, he turns his attention to the dialectical interplay between these two poles of philosophical thinking, bringing to the fore the similarity between the Lithuanian word for imagination, vaizduotė, and that for the self-evident, akivaizdybė, the similarity that is very relevant here and of much importance to all consequent analysis: on the one hand, philosophy seeks for the self-evident and is ultimately based on what is self-evident, yet in order to proceed further, it needs a powerful and fertile imagination which could present to the mind’s eye all logical possibilities and viable alternatives that might be taken into account in the process of philosophical quest for truth and value. After this starting point, a second distinction is made – that between visual (imaginative, figurative, analogical) thinking and discursive (analytical, logical) thinking. Some examples from the philosophy of Heraclitus and Plato are presented in order to show that the first Western philosophers, the ancient Greeks, were already fully aware both of the dangers and creative possibilities inherent in the workings of human imagination. The author, discussing the specificity of the workings of visual (imaginative) thinking, examines in this context the semantical affinity of such Lithuanian words (based on the same root) as vaizdas (“view, image”), atvaizdas (“image, icon”), pavyzdys (“example, simile, paradigm”), provaizdis (“model, paradigm”), vaizduotė (“imagination, fantasy”), akivaizdybė (“the self-evident”), and so on. He also draws attention to the semantic relation between two Greek words, phainomenon (“phenomenon”) and phantasia (“fantasy”), both sharing the same root with the Greek word phōs (“light”). The author also turns attention to the fact that the philosophical analysis of the difference between the workings of phantasia (fantasy, fantastical imagination aiming at sheer simulation) and those of eikasia (essentially mimetic imagination that aims at truthful representation) is first encountered already in Plato’s Sophist. Plato’s analysis of that difference has never lost its relevance. The semantic relation between eikasia (essentially truthful mimetic imagination) and eikōn (icon, iconic image) is also mentioned. It is shown that this relation is conceptually similar to and culturally reminiscent of the relation between Latin words imaginatio (imagination) and imago (image). It is argued that the power of imagination is, so to speak, passively active and therefore may be viewed as situated somewhere between the active power of philosophical theōria (and all waking states of consciousness in general) and the passivity of dreaming (and all dreamlike states of consciousness in general). The point is made that imagination, sharing in both the spontaneity characteristic of dreaming and dreamlike states of consciousness, on the one hand, and the mental discipline characteristic of waking states, especially philosophical theōria itself, on the other hand, is very conducive to creativity in general and, consequently, to philosophical creativity in particular. The role of imagination in the process of cognition and knowledge acquisition is also briefly mentioned. In this context the Stoic notion of cataleptic fantasy, or cataleptic imagination (katalēptikē phantasia) is brought to the fore, as well as a somewhat conceptually related term of Medieval (especially Thomistic) epistemology, namely, reversio (or conversio) ad phantasmata. The Thomistic understanding of knowledge acquisition by way of abstraction (which involves mind’s reversio ad phantasmata) is contrasted with Augustinian understanding of the knowledge acquisition process based on the notion of illumination. The role of imagination in the works of Neoplatonists is also very briefly mentioned.
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Field, David. "Fluid Worlds: Lem’s Solaris and Nabokov’s Ada." Science Fiction Studies 13, Part 3 (November 1, 1986): 329–44. https://doi.org/10.1525/sfs.13.3.0329.

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Stanislaw Lem and Vladimir Nabokov, having shown a lifelong interest in science as well as art, both recognize the importance of imagination for knowledge: according to Lem, tomorrow’s science can seem like fantasy today, and Nabokov acknowledges that the perception of all reality requires creative imagination. The role of imagination in all perception means that the boundaries between the observer and the observed are not fixed because the observer’s imagination connects him or her to the natural world. The boundaries between observer and nature thus become fluid, and fluidity becomes an important metaphor for the nature of all perception. The risk of such fluid imaginative strength is insanity because as reality seems most fluid, the characters’ imaginations can transform all reality into a self-reflecting mirror. Thus the more they are connected to the fluid world, the more they become isolated from that world and each other. Lem’s and Nabokov’s major works, Solaris and Ada, both deal with fluid worlds—the sentient ocean of the planet Solaris, and the water-dominated world of the planet Antiterra. Solaris’s ocean can penetrate the inmost thoughts of its observers and precipitate them out in strange formations or exact replicas of its observers’ memories, and water serves as the chief source of power and communications on Antiterra. However, there is danger in these fluid worlds. The more intensively they study Solaris, the more the Solarists become mesmerized by the ocean’s replicants of their own imaginations and see mere reflections of their own minds. They cannot escape anthropomorphizing the fluid planet, preventing contact with it, and making communication with each other more difficult. In a similar way, those characters with the most vivid imaginations on Antiterra find themselves remaking reality in their own images. Lem and Nabokov join with scientists in recognizing the importance of some agreed-upon reality principle to make possible a sane world of communication. Lem emphasizes that a knowledge of scientific facts is vital to his fiction, and Nabokov claims that imagination without knowledge can only produce primitive art. In Solans and Ada, we see worlds consistent on their own terms, worlds where certain hypotheses more nearly coincide with reality—however qualified that concept might be. Nevertheless, the rational characters in both novels seem sane at the cost of a crippling inability to interpret what they see and to intuit the nature of foreign worlds. Only when the characters can achieve a tension-filled balance between certain shared principles of reality and the imaginative capacity to infer the existence of other worlds can they begin to understand nature or discover love. Lem and Nabokov thus join in their conviction that science, art, and love all depend upon a balance between imagination and a sense of reality. (DF)
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SƏFƏRLİ, A. M. "KİÇİKYAŞLI MƏKTƏBLİLƏRİN YARADICI TƏXƏYYÜLÜNÜN FORMALAŞMASI XÜSUSİYYƏTLƏRİ." Actual Problems of study of humanities 2, no. 2024 (July 15, 2024): 249–52. http://dx.doi.org/10.62021/0026-0028.2024.1.249.

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Features of the Formation of the Creative Imagination of Younger Schoolchildren Summary The article explores the stages of development of imagination, components of imagination, characteristics of imaginative abilities of primary school students, and issues such as the role of speech, attention, memory, and reading lessons in the development of imagination. Additionally, the article investigates the fundamental conditions that create opportunities for the development of creative imagination in students. Key words: Formation characteristics of creative imagination in primary school students
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11

Judson, Gillian. "Engaging and Cultivating Imagination in Equity-Focused School Leadership." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 252–64. http://dx.doi.org/10.29173/ijll11.

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Research on equity-focused school leadership reveals how it is relational, emotional, and activist. This paper adds imaginative to this set of leadership qualities. First, imagination is conceptualized as soil. Thinking of imagination in this grounded, ecological way can help address misconceptions around what imagination is and does in the context of school leadership. The next section outlines some of the relational, emotional, and activist features of equity-focused school leadership that are rooted in imagination. Imaginative Education is introduced as a theoretical framework that offers a practical set of (cognitive) tools that leaders may employ to cultivate imagination in pursuit of equity in their schools. The paper concludes with recommendations for future research.
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Ten Eycke, Kayla D., and Ulrich Müller. "Drawing links between the autism cognitive profile and imagination: Executive function and processing bias in imaginative drawings by children with and without autism." Autism 22, no. 2 (November 8, 2016): 149–60. http://dx.doi.org/10.1177/1362361316668293.

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Little is known about the relation between cognitive processes and imagination and whether this relation differs between neurotypically developing children and children with autism. To address this issue, we administered a cognitive task battery and Karmiloff-Smith’s drawing task, which requires children to draw imaginative people and houses. For children with autism, executive function significantly predicted imaginative drawing. In neurotypically developing controls, executive function and cognitive-perceptual processing style predicted imaginative drawing, but these associations were moderated by mental age. In younger (neurotypically developing) children, better executive function and a local processing bias were associated with imagination; in older children, only a global bias was associated with imagination. These findings suggest that (a) with development there are changes in the type of cognitive processes involved in imagination and (b) children with autism employ a unique cognitive strategy in imaginative drawing.
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Skovsmose, Ole, Priscila Lima, and Miriam Godoy Penteado. "Pedagogical Imagination in Mathematics Teacher Education." Education Sciences 13, no. 10 (October 21, 2023): 1059. http://dx.doi.org/10.3390/educsci13101059.

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After providing a brief summary of what has already been said about pedagogical imagination, data are presented showing how prospective mathematics teachers can become engaged in such imaginations. With reference to this data, the notion of pedagogical imagination is explored further by relating it to dialogue, social justice, mathematics, hope, and sociological imagination. To illustrate these relationships, different episodes from the data are highlighted. Finally, the central role that pedagogical imagination can play in mathematics teacher education is discussed.
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Dieter, Wilfried. "Phantasie und Imagination – Ein Beitrag zu einer Theorie der Imagination." Imagination 37, no. 1 (January 1, 2015): 50–74. http://dx.doi.org/10.24989/ig.v37i1.3410.

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Wann und warum sind Imaginationen therapeutisch hilfreich? Wann und warum sind Imaginationen nicht hilfreich? Diese klinisch bedeutsame Gegenüberstellung bildet den Kern der Arbeit. Nach einer Begriffsklärung und Abgrenzung von Phantasie (dyadischer Hintergrund) und Imagination (triadischer Hintergrund) werden zunächst die unspezifischen Wirkfaktoren der KIP als psychodynamisches Verfahren diskutiert. Die Imagination ist neben der unspezifischen Qualität der therapeutischen Beziehung der wichtigste Wirkfaktor. Theorien dazu werden diskutiert. Zum Schluss wird die »Motivvorgabe« in der KIP einer kritischen Betrachtung unterzogen.
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Huston, Jordan. "Radiant Futures: Utopian Art as a Phenomenology of Home-Seeking." Text Matters: A Journal of Literature, Theory and Culture, no. 14 (November 28, 2024): 232–47. http://dx.doi.org/10.18778/2083-2931.14.14.

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This essay examines the imaginative potential of utopian art. Utopian art is more than a representation of a possible future, it calls upon our imaginations to pull us into the act of home-coming itself. Following Heidegger, we depart from the idea that phenomenology is concerned with the imagination as an essential part of being-human. This essay leans on insights from Fredric Jameson’s phenomenological exploration of potential futures via the imagination as the means through which we experience utopia in our daily lives. This theorization is grounded in an analysis of Susan Sontag’s novel In America as demonstrating the utopian curves of consciousness as it is experienced phenomenologically in lived time. This novel lends credence to the idea that one purpose (among many) of utopian thinking is to find dreams worth reaching for; and in this reaching we find ourselves coming-home.
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Barley, Blake, John Clay, Ivan Vargas, Michael Scullin, and Darya Zabelina. "0077 Sleep and Imagination: Poor Sleep Quality is Associated with More Complex and More Goal-Directed Imaginations." SLEEP 46, Supplement_1 (May 1, 2023): A35. http://dx.doi.org/10.1093/sleep/zsad077.0077.

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Abstract Introduction The relationship between sleep and creativity is complex. Typically, better sleep quality and greater sleep quantity is associated with better cognitive functioning. Despite this general rule, people who demonstrate higher than average levels of creativity are more likely to report worse sleep quality and more insomnia symptoms. The current work investigated sleep health in relation to precursors to creativity: imagination frequency, emotion, complexity, and goal-directedness. Methods Two hundred and thirty-seven undergraduate student participants completed demographic questionnaires and self-report measures of imagination (Four-Factor Imagination Scale), sleep (Pittsburgh Sleep Quality Index), and insomnia symptoms (Insomnia Severity Index; Ford Insomnia Response to Stress Test). Results Individuals with low sleep quality/quantity, higher insomnia severity, and higher levels of sleep reactivity were those with the most complex imaginations (i.e., imaginations that are rich in details). These associations were generally stronger in female participants than male participants. Furthermore, individuals with higher sleep reactivity also demonstrated more goal-directed imagination (e.g., daydreams have clear goals/outcomes, involve planning the future). Frequency and emotional valence of imaginations were unrelated to sleep measures. Conclusion Individuals, and particularly females, with more complex and goal-directed imaginations were more likely to experience worse sleep quality. These findings aligned with the theoretical view that diminished inhibitory control (resulting from poor sleep) can benefit some aspects of creative thinking. Experimental work is needed to determine the causal direction of sleep—imagination associations. Support (if any) National Science Foundation (1920730).
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Stadler, Jane. "Imitation of Life: Cinema and the Moral Imagination." Paragraph 43, no. 3 (November 2020): 298–313. http://dx.doi.org/10.3366/para.2020.0342.

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The influence of film's compelling images, characters and storylines has polarized perspectives on cinema and the moral imagination. Does film stimulate the audience's imagination and foster imitation in morally dangerous ways, or elicit ethical insight and empathy? Might the presentation of images on screen denude the capacity to conjure images in the mind's eye, or cultivate the imaginative capacity for moral vision as spectators attend to the plight of protagonists? Using Imitation of Life (Douglas Sirk, 1959) to interrogate paradoxical perspectives on the cinematic imagination, this article develops an account of the moral imagination focusing on sensory, emotional and empathic aspects of the audience's imaginative relationship with screen characters and their innermost thoughts and feelings.
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Carriere, Kevin R. "“We Are Book Eight”: Dialoging the collective imagination through literary fan activism." Culture & Psychology 24, no. 4 (August 28, 2018): 529–44. http://dx.doi.org/10.1177/1354067x18796805.

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This paper will explore how individuals employ imagination through collective action. First, I will outline a definition of imagination, focusing on how the dialogic nature of imagination provides an overarching framework for individuals focused on producing change. Next, I will discuss symbolic resources as a way to link one’s imagination with another’s. Qualitative interviews from The Harry Potter Alliance will be examined as a case where collective action is taken through shared resources. It will highlight how placing real-world issues in dialogue with imaginary constructs can assist in sharing imaginations toward worlds of what-if. Discussions around the relational aspect of collective imagination will end the paper.
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Cresci, Edoardo. "Due mostre. Due luci. Giovanni Chiaramonte e Luigi Ghirri." Firenze Architettura 28, no. 2 (April 29, 2025): 188–97. https://doi.org/10.36253/fia-16121.

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Alle due luci in grado di muovere l’«imaginativa» di Dante e alle due correnti del processo immaginativo descritte da Italo Calvino nella sua lezione sulla Visibilità è possibile far corrispondere i due modi dell’‘immaginazione’, ovvero della fotografia, di Giovanni Chiaramonte e Luigi Ghirri. Il contributo indaga questa ipotesi a partire dalla coincidenza di due mostre e due fotografie lungo la via Emilia. The two lights that were capable of stimulating Dante’s “imagination”, as well as the two currents of the imaginative process described by Italo Calvino in his lecture on Visibility, can be associated with the two distinct approaches to the “imagination”, and by extension to photography, of Giovanni Chiaramonte and Luigi Ghirri. This article explores this idea beginning from the coincidence of two exhibitions and two photographs along the Via Emilia.
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Wulandari, Nyimas, and Suyadi Suyadi. "Creative Imagination in Islamic Education Neuroscience Perspective." Alfuad: Jurnal Sosial Keagamaan 6, no. 2 (December 13, 2022): 29. http://dx.doi.org/10.31958/jsk.v6i2.6736.

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This article aims to develop creative imagination thinking in students with neuroscience-based learning based on Islamic learning. This research is a type of librarian research. In the golden period that occurs for children, all aspects can develop rapidly so that it requires stimulation that can optimize it, one of which is creative imagination. As it is known that this creative imagination has not been developed too much in education, even imagination is a distraction in children's learning. However, many historical scientists put forward creative imagination. This shows that creative imagination is not a learning disorder but a way to optimize thinking patterns and brain function to the fullest. Such as activities in learning that can provide a stimulus to children's imaginations such as playing music, singing prayers, making unique paintings, etc
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Setyawan, Yusak Budi. "The Clash of Imaginations on the Identity of the Messiah in Luke 7:18−35 in the Perspective of Harari’s Theory of Imagination." Biblical Theology Bulletin: Journal of Bible and Culture 54, no. 2 (May 2024): 108–19. http://dx.doi.org/10.1177/01461079241252823.

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From the perspective of Harari’s theory of imagination, the narrative of Luke 7:18−35 displays the clash of imaginations between John and Jesus regarding the identity of the Messiah. It appears that Jesus tries to beat John’s imagination about the identity of the Messiah by lowering the position of John in the Kingdom of God. Clashing with John’s imagination, Jesus builds up the imagination of the Messiah as a figure who presents the Kingdom of God which includes the individual transformation, the transformation of social relationships in the community, the transformation of social structures, and the transformation of the world.
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Burger, Willie. "Taal as “ingang” tot die wêreld: reis, verbeelding, herinnering en identiteit na aanleiding van Breytenbach se A Veil of Footsteps." Tydskrif vir Letterkunde 46, no. 2 (November 9, 2017): 184–200. http://dx.doi.org/10.17159/2309-9070/tvl.v.46i2.3444.

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Travelling is a central motive in A Veil of Footsteps (and in Breytenbach’s oeuvre). In this work, travelling is a metaphor for imagination. Breytenbach pleads for continual travelling because “the earth needs to be discovered and remembered again and again”. Breytenbach suggests that discovery and remembering require imagination. In the first part of this article the dependancy of imagination on language (the “footsteps” of the title) is investigated, using Paul Ricoeur’s concept of a “semantic imagination”. In the second part of the article three implications of imagination’s dependancy on language is identified in A Veil of Footsteps. Firstly the close tie between imagination and memory (the book is described as a memoir); secondly the importance of imagination for identity; and thirdly the need for imagination to enable an ethical response for one’s actions, are examined.
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Kumar, Sharat. "Imagination: Springboard of Management." Paradigm 1, no. 2 (January 1998): 32–35. http://dx.doi.org/10.1177/0971890719980205.

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Imagination distinguishes man from all other living things. It is not at all a matter of inheritance. Complex imaginative manipulations are dealt with by use of symbols. Human imagination has a style. Yet, it is the same ability which has led to an inner conflict between individual and modern society. The author advocates that the close inter-relationship of imagination, art and management is unassailable
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Claessens, Guy. "Imagination as Self-knowledge: Kepler on Proclus' Commentary on the First Book of Euclid's Elements." Early Science and Medicine 16, no. 3 (2011): 179–99. http://dx.doi.org/10.1163/157338211x572843.

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AbstractThe Neoplatonist Proclus, in his commentary on Euclid's Elements, appears to have been the first to systematically cut imagination's exclusive ties with the sensible realm. According to Proclus, in geometry discursive thinking makes use of innate concepts that are projected on imagination as on a mirror. Despite the crucial role of Proclus' text in early modern epistemology, the concept of a productive imagination seems almost not have been received. It was generally either transplanted into an Aristotelian account of mathematics or simply ignored. In this respect, Johannes Kepler is a remarkable exception. By rejecting the traditional meta-mathematical framework, Kepler was the first to incorporate the productive side of imagination within an early modern philosophy of mathematics. Moreover, by securing imagination's sensory input, he transformed Proclean imagination into a tool for cosmic self-knowledge.
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Putman, Daniel. "Can a Secularist Appreciate Religious Music?" Philosophy 83, no. 3 (July 2008): 391–95. http://dx.doi.org/10.1017/s0031819108000740.

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AbstractDavid Pugmire has argued that secularists can genuinely appreciate religious music because of our imaginative powers combined with the ‘Platonic’ nature of the emotions expressed in such music. I argue that Pugmire is wrong on both counts. Religious music is ‘Platonic’ not because it is subject to levels of imagination but because it has a definite object which makes imaginative readings inferior. Moreover, since religious music does have a clear object taken by the believer as real, a gap exists that cannot be bridged by the imagination of the secularist, even imagination of the emotional ‘last instance’.
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Schnell, Monika. "Imagination, Phantasie und Traum – Die Entwicklung des Imaginationsraumes und der Dialog mit dem Selbst." Imagination 24, no. 2 (January 1, 2002): 7–24. https://doi.org/10.24989/ig.v24i2.3873.

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Betrachtet wird die Entwicklung der Imaginationsfähigkeit und der Symbolisierungsfähigkeit in Beziehung zu der Entwicklung des „imaginativen Raumes“. Es wird diskutiert, inwieweit die Imaginationen in der KIP selbst unterschiedlich charakterisiert werden müssen, als Rückzug in die Phantasie, Rückzug in einen Schutzraum oder als „reife“ Symbolbildungen verstanden werden können. Daraus ergibt sich die Frage, ob die Imagination den Dialog mit dem Selbst fördert oder sogar verhindert. Die Funktionen des inneren Raumes für die Entwicklung der Imaginationsfähigkeit werden erläutert. Aus dem Verständnis der Störungen des imaginativen Raumes ergeben sich unterschiedliche therapeutische Vorgehensweisen. Anhand von zwei Bildern, dem „Geißlein im Uhrenkasten“ und der „Frau im Kleiderschrank“ und zwei Fallvignetten werden die Gedanken dargestellt.
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Judson, Gillian, and Meaghan Dougherty. "Imagination as a Catalyst for Relational Leadership: Educational Leaders' Perspectives." International Journal for Leadership in Learning 24, no. 1 (December 5, 2024): 5–35. https://doi.org/10.29173/ijll29.

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This research examines the role of imagination in relational leadership. Specifically, through a case study of a unique offering of an imagination-focused MEd program in Educational Leadership in a large, public research institution in British Columbia, Canada, the following question was explored: How do participants understand imagination’s role in leadership after completing a two-year imagination-focused MEd leadership program? The 13 participants—all aspiring and emerging leaders in their professional settings—shared their developing conceptions of leadership, imagination, and the role of imagination in educational leadership. Participants articulated how imagination contributes to understanding of themselves as leaders, engaging others with empathy, and building connections. The relational role of imagination was a dominant theme. According to participants, imagination is necessary for forming and enriching relationships, and reciprocally, relationships enhance imagination. Participants indicated how imagination supports their sense of belonging; imagination allowed participants to see themselves as potential leaders, and to feel they belonged “at the leadership table”. According to these preliminary findings, imagination may also create more opportunity in leadership. Overall, imagination emerges in this study as promoting not only relational, but humanizing leadership practices. This research contributes to understandings of relational leadership and highlights directions for future research. It identifies new directions for supporting equity and diversity in educational leadership and has clear implications for leadership education.
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Judson, Gillian, and Meaghan Dougherty. "Imagination as a catalyst for Relational Leadership: Educational leaders’ perspectives." International Journal for Leadership in Learning 24, no. 1 (May 12, 2024): 5–35. http://dx.doi.org/10.29173/ijll43.

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This research examines the role of imagination in relational leadership. Specifically, the following question was explored through a case study of a unique offering of an imagination-focused MEd program in Educational Leadership in a large, public research institution in British Columbia, Canada: How do participants understand imagination’s role in leadership after completing a two-year imagination-focused MEd leadership program? The 13 participants—all aspiring and emerging leaders in their professional settings—shared their developing conceptions of leadership, imagination, and the role of imagination in educational leadership. Participants articulated how imagination contributes to understanding themselves as leaders, engaging others with empathy, and building connections. The relational role of imagination was a dominant theme. According to participants, imagination is necessary for forming and enriching relationships, and reciprocally, relationships enhance imagination. Participants indicated how imagination supports their sense of belonging; imagination allowed participants to see themselves as potential leaders, and to feel they belonged “at the leadership table.” According to these preliminary findings, imagination may also create more opportunity in leadership. Overall, imagination emerges in this study as promoting not only relational, but humanizing leadership practices. This research contributes to understandings of relational leadership and highlights directions for future research. It identifies new directions for supporting equity and diversity in educational leadership and has clear implications for leadership education.
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Alshalan, Amjad. "الخيال التحليلي: استكشاف الخيال في الكتابات القديمة والمعاصرة". Arts for Linguistic & Literary Studies 6, № 1 (14 березня 2024): 609–23. http://dx.doi.org/10.53286/arts.v6i1.1800.

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The paper examines the concept of imagination from a creative perspective, focusing on a central question concerning the author's level of control over the imaginative nature of his work. Using a comparative textual analysis approach, the discussion looks at specific writings to find similarities and differences in order to clarify the complex relationship between literature and imagination. The paper is organized into an introduction, two analytical sub-sections titled "Imagination" and "Analytical Imagination," and a conclusion. The introduction included a brief literature review as well as the methodological approach, which guided the main research questions about the relationships between literature and imagination and how those connections affect the interpretation process. It concludes with a reflection on the evolution of the Romantic notion of the poetic imagination in modern times (as envisioned by Pound and Beckett) and establishes a link between Aristotle's Mimesis and the concept of analytical imagination.
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Turgunboeva, Sugdiyona. "IMPROVING IMAGINATION TO EMPOWER COMMUNICATION SKILLS." fars 11, no. 3 (April 5, 2023): 1194–97. https://doi.org/10.5281/zenodo.7803640.

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Human dialogue depends heavily on imagination. It is integral to speech and interpersonal spoken communication. In order to secure empowered communication skills, it is focused on improving imagination in this article. In addition, the relationship between language and imagination was clarified, as were the justifications for why imagination is necessary for successful language use in communication. In order to fully grasp the real motivations behind achieving effectiveness and improved interaction in written communication, as well as to reach a certain level of forming an oral communication decorated with skillfully chosen words and doing away with conversational vocabulary restrictions, we defined imaginative communication.
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31

Konacheva, Svetlana A. "IMAGINATION AND METAPHOR IN THEOLOGICAL LANGUAGE." RSUH/RGGU Bulletin. Series Philosophy. Social Studies. Art Studies, no. 3 (2020): 48–63. http://dx.doi.org/10.28995/2073-6401-2020-3-48-63.

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The paper investigates the religious language interpretation in the contemporary continental philosophic theology. The author presents the central role of the imagination and metaphor in theological language. The diacritical hermeneutics of Richard Kearney is analyzed as an example of the theological language transition from the theologics to theopoetics. Modifications in the theological language are associated with transformations in the understanding of theology itself, which becomes a topological and tropological study. It considers the interpretation of imagination in Kearney’s early works, his attempts to describe “paradigmatic shifts” in the human understanding of imagination in different epochs of Western history. The author highlights mimetic paradigm of the pre-modern imagination, productive paradigm of the modern imagination and parodic paradigm of the postmodern imagination. Analysis of Kearney’s “biblical” interpretation of imagination allows one to understand the imagination as the point of contact of God with humanity. She also considers how Ricoeur’s theory of metaphor influences the development of the poetic language in postmodern Christian theology and demonstrates that poetic and religious languages are brought together by an “imaginative variations”. The author argues that turning to imagination in religious language allows theological hermeneutics to move from the static to kinetic images of God.
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Paris, William Michael. "Assata Shakur, Mamphela Ramphele, and the Developing of Resistant Imaginations." Critical Philosophy of Race 4, no. 2 (July 1, 2016): 205–20. http://dx.doi.org/10.5325/critphilrace.4.2.205.

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Abstract This article will continue Jose Medina's work on “resistant imaginations” by developing the concepts of “internal resistant imagination” and “external resistant imagination” through readings of Assata Shakur's and Mamphela Ramphele's autobiographies. By introducing the problem of location and its relation to race it will show that one's geographical location affects their location in relation to hegemonic imaginations. This in turn requires different strategies of resistance. Using Medina's work this article will argue that Shakur and Ramphele explore these two different avenues for undoing harmful truths within racist and sexist hegemonic imaginaries.
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Dieter, Jadranka. "Ist jede Imagination hilfreich? – Von der Objektverwendung zur Verwendung der Imagination." Imagination 37, no. 2-3 (July 1, 2015): 284–91. http://dx.doi.org/10.24989/ig.v37i2-3.3404.

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Anhand von drei Fallvignetten werden unterschiedliche Funktionsweisen von therapeutischen Imaginationen dargestellt. Die Voraussetzung für die Entwicklung einer reifen Symbolisierungsfähigkeit ist eine genügend gelungene Transformation von der »Objektverwendung« hin zur »Verwendung der Imagination«.
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Yuan, Feng. "Imagination and AI Technology Ethics: with Explorations through Contemporary Chinese Science Fiction." TECHNOLOGOS, no. 4 (2024): 31–47. https://doi.org/10.15593/perm.kipf/2024.4.03.

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This article contends that reflecting on AI ethics necessitates imaginative narration, incorporating non-Western cultures to construct communicative and pluralistic ethical perspectives. It begins by examining the mediative and interactive functions of imagination, transitioning from Kantian subjectivity to intersubjectivity, underscoring its role in bridging human connections and shaping AI design. The imagination of thingness is analyzed through a phenomenological lens, drawing on Heideggerian interpretations. Here, imagination is no longer limited to representing the real world but highlights the intricate interplay between the material world and technological innovations. Additionally, this article argues that Hannah Arendt’s ethical exploration of imagination provides a crucial counterpoint to the problem of the “banality of evil.” Specifically, it offers a framework to train AI systems not as unreflective executors, like Eichmann, but as ethical agents capable of imagining otherness with a common sense. In the second part, the article explores contemporary Chinese science fiction, as an example of non-western imaginative narration, to introduce Chinese philosophical archetypes as convergent elements in AI design. These archetypes offer unique Eastern ethical perspectives, emphasizing the interconnectedness of human and technological developments. The material expressions of imagination in these works combine traditional craftsmanship with AI modeling, demonstrating how artisanal techniques can inform technological creativity. Furthermore, the virtues of craftsmanship, including precision and patience, serve as a decelerative force against the dangers of unchecked AI expansion. Finally, the article highlights the fostering of common senses through imagination, particularly from science fiction and feminist speculations, as a means to enrich both human and technological mindsets. This imaginative approach offers innovative and ethical pathways for sustainable AI development and interaction.
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РОДІНА, Катерина Миколаївна. "ХАРАКТЕРИСТИКА ОБРАЗНОЇ ПАМ'ЯТІ В ЮНАКІВ ІЗ РІЗНИМ РІВНЕМ ЗДАТНОСТІ ДО ІМАГІНАЦІЇ". Психологія і особистість 2, № 12 (29 серпня 2017): 149–58. https://doi.org/10.5281/zenodo.853445.

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The article presents an analysis of the concepts of the ability to imagination, visual memory and investigates the relationship between them. Levels of the ability to make imaginations in adolescence are revealed. It is shown that a high level of imagination ability is characterized by a high level of involuntary memorization, selectivity, completeness and accuracy of memorization of visual material.
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36

Vyshedskiy, Andrey. "Imagination in Autism: A Chance to Improve Early Language Therapy." Healthcare 9, no. 1 (January 11, 2021): 63. http://dx.doi.org/10.3390/healthcare9010063.

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Children with autism often have difficulties in imaginative play, Theory of Mind, and playing out different scenarios in their minds. Research shows that the root of these problems may be the voluntary imagination network that involves the lateral prefrontal cortex and its long frontoposterior connections to the temporal-parietal-occipital area. Previously disconnected visuospatial issues (stimulus overselectivity and tunnel vision) and language issues (lack of comprehension of spatial prepositions and complex recursive sentences) may be explained by the same voluntary imagination deficit. This review highlights the new insights into the mechanism of voluntary imagination, its difference from involuntary imagination, and its unusually strong critical period. Clearer developmental terminology and a better understanding of voluntary imagination have the potential to facilitate communication between therapists and parents, and improve therapy outcomes in children.
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Vyshedskiy, Andrey. "Imagination in Autism: A Chance to Improve Early Language Therapy." Healthcare 9, no. 1 (January 11, 2021): 63. http://dx.doi.org/10.3390/healthcare9010063.

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Children with autism often have difficulties in imaginative play, Theory of Mind, and playing out different scenarios in their minds. Research shows that the root of these problems may be the voluntary imagination network that involves the lateral prefrontal cortex and its long frontoposterior connections to the temporal-parietal-occipital area. Previously disconnected visuospatial issues (stimulus overselectivity and tunnel vision) and language issues (lack of comprehension of spatial prepositions and complex recursive sentences) may be explained by the same voluntary imagination deficit. This review highlights the new insights into the mechanism of voluntary imagination, its difference from involuntary imagination, and its unusually strong critical period. Clearer developmental terminology and a better understanding of voluntary imagination have the potential to facilitate communication between therapists and parents, and improve therapy outcomes in children.
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38

Byrne, Ruth M. J. "The rational imagination and other possibilities." Behavioral and Brain Sciences 30, no. 5-6 (December 2007): 470–76. http://dx.doi.org/10.1017/s0140525x07002774.

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AbstractIn this response I discuss some of the key issues raised by the commentators on The Rational Imagination. I consider whether the imaginative creation of alternatives to reality is rational or irrational, and what happens in childhood cognition to enable a rational imagination to develop. I outline how thoughts about causality, counterfactuality, and controllability are intertwined and why some sorts of possibilities are more readily imagined than others. I conclude with a consideration of what the counterfactual imagination is for.
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39

Husárová, Zuzana, and Karel Piorecký. "Technological imagination as a source of the culture of neural networks." Ars Aeterna 15, no. 2 (December 1, 2023): 1–21. http://dx.doi.org/10.2478/aa-2023-0007.

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Abstract The study represents a partial output of research on the culture of artificial neural networks, as the authors call the cultural complex, in which a number of different actants participate (technologies, their users, results of the generation process, their recipients, media, etc.) and which is constituted by language games that have a performative function. The aim of this study is to conduct a media-archaeological insight into the imaginative layer of these language games and to point out that one of the sources of neural network culture is precisely the deeply historically anchored technological imagination. The genealogy of this imagination is traced in the study from its ancient origins to the 1950s, when the idea of the artificial mind was transformed into a scientific theorem and founded the research field of artificial intelligence. In this way, the paper draws attention to the fact that when we think and talk about artificial intelligence, we are talking about a set of imaginations that should not be confused with reality, but rather treated as technological fictions.
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Mas'amah, Selvie Nandya Koriatin, Dede Endang Mascita, and Yusida Gloriani. "Narrative Poetry Writing Skills Through Fantasy Imagination Strategies: Efforts To Improve Students' Creative Ideas." International Journal of Literature Studies 4, no. 3 (November 23, 2024): 61–73. http://dx.doi.org/10.32996/ijts.2024.4.3.10.

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This study aims to describe the ability of elementary school students to develop ideas and imagination in writing narrative poetry. The background of this research is the low ability of students to develop ideas and imagination in writing poetry. Therefore, this study applies a fantasy imagination strategy to stimulate and improve students' ability to develop their ideas and imagination to produce more creative and expressive narrative poetry. The research method used is the case study method. Case data was obtained by conducting open interviews with several Indonesian teachers, and classroom observations. In addition, additional data studied is students' creative poetry in the form of narrative poetry resulting from implementing the fantasy imagination strategy model. The participants in this study are fifth-grade elementary school students in Indonesia. The implementation of this fantasy imagination strategy model is carried out by utilizing images and concrete objects. Students are invited to see, hear, touch, and feel directly with the object. The process of fantasy imagination is carried out by students when students interact with concrete objects they observe. Students explore their fantasy ideas and imaginations as a creative thought process. The results of this study show that every activity of writing narrative poetry through fantasy imagination strategies is effective in improving students' abilities. The activities carried out showed significant development in the aspects of developing ideas, vocabulary, and students' creativity in writing narrative poetry.
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Nurtanto, Levana Vivian, and Liem Satya Limanta. "Simultatem Chronicles: The Fear of Imagination and Discrimination and Their Impacts on Preteenagers." K@ta Kita 9, no. 3 (January 6, 2022): 290–96. http://dx.doi.org/10.9744/katakita.9.3.290-296.

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This short story series is a coming-of-age and dystopian series that focuses on the impacts of the fear of imagination and discrimination on preteens and how they cope with it. This fear is shown through a virus named imaginatio virus, a special virus that attacks the main characters to induce imagination. The government made imagination-prevention and discrimination rules to get rid of the virus completely. We explore how the fear of imagination and discrimination affect the four main characters in each story. We apply the theory of social influence, discrimination, and coping mechanisms to show how Dylan, Elias, Bryna, and Corina deal with the effects of discrimination. In our creative work, we show that the four main characters succeed in being confident by focusing on the strength in themselves, finding help in trusted people, and not dwelling in the problem. Keywords: imagination, short stories, discrimination, dystopian, coming-of-age
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42

Batista, Ozaias Antonio, and Ana Laudelina Ferreira Gomes. "CHILDHOOD IN THE SHADOW OF A LIME AND ORANGE BLOSSOM." Revista Inter-Legere 1, no. 22 (August 9, 2018): 112–35. http://dx.doi.org/10.21680/1982-1662.2018v1n22id15297.

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Understanding imagination as an anthropological faculty capable of instigating the being to completely recreate itself, this paper aims to present some experiences lived by Zezé, a protagonist of the novel “O meu pé de laranja-lima” (my lime-orange blossom) in order to problematize the role of the imagination in the constitution of the being, also embracing their sociocultural reality. To accomplish this purpose, we have adopted the phenomenology of Gaston Bachelard's poetic imagination in dialogue with literary images in the “Poetics of reveries” as a theoretical and methodological assumption, since this research is restricted to the novel mentioned. We were able to identify that the images conceived by Zeze enabled another understanding of himself and his reality, due to the creative movement provided by the imaginative. Keywords: My lime and orange blossom. Imagination and poetic. Imagination and poetic images. Oneiric childhood.
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43

Rathouzská, Lucie. "The Unknowability and Imagination in Mystical Doctrines of the Late Medieval English Mysticism." Religions 14, no. 7 (July 6, 2023): 878. http://dx.doi.org/10.3390/rel14070878.

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There are three English authors of the fourteenth century we may call “imaginative mystics” because of their use of imagination in spiritual praxis, i.e., Richard Rolle, Walter Hilton, and the unknown author of the Cloud of Unknowing. However, recently, there has been some criticism expressed regarding these doctrines; in particular, there is a question of whether a spiritual praxis, which includes imaginative images, can keep the principle of the unknowability of God. There is also a question of sensual perception. Imaginative images keep some attributes of sensual perception, such as shape, and they always have some spatiality and temporality. There is a question: how can these images depict the spiritual nature of God and spiritual objects themselves? There is even a possibility that imagination darkens contemplative vision and turns the soul’s attention back to the world. In this paper, I will try to show how these three English authors kept the principle of God’s unknowability and what the role of the imagination in their spiritual praxis is.
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Diéguez, Mónica Poza. "Magia bruniana y socialismo utópico : el concepto de imaginación dialéctica de Alfonso Sastre en "dónde estás ulalume, dónde estás"." Acta Hispanica 15 (January 1, 2010): 43–56. http://dx.doi.org/10.14232/actahisp.2010.15.43-56.

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“In 1978 Alfonso Sastre (1926-) published his Crítica de la imagination, a capital work to understand his theory of drama, as Sastre defines and concretes the force of his writing on it. Imagination becomes a decisive element in Sastre's works as he has stated in multiple interviews and in the present book as well –which is the first in a series of publications regarding the topic. In this article I analyze the concept of “dialectic imagination” as proposed by Alfonso Sastre in relation with that other concept of imaginatio developed by the hermetic tradition from Classical antiquity to Neoplatonism. More precisely, I will focus my analysis of ¿Dónde estás, Ulalume, dónde estás? (1990) to underline the connections between Sastre's dialectic imagination and some interpretations regarding the works and thinking of Giordano Bruno.”
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45

Figlio, K. "Historical imagination/psychoanalytical imagination." History Workshop Journal 45, no. 1 (1998): 199–222. http://dx.doi.org/10.1093/hwj/1998.45.199.

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46

Wilkin, Rebecca. "Essaying the Mechanical Hypothesis: Descartes, La Forge, and Malebranche on the Formation of Birthmarks." Early Science and Medicine 13, no. 6 (2008): 533–67. http://dx.doi.org/10.1163/157338208x362688.

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AbstractThis essay examines the determination by Cartesians to explain the maternal imagination's alleged role in the formation of birthmarks and the changing notion of monstrosity. Cartesians saw the formation of birthmarks as a challenge through which to demonstrate the heuristic capacity of mechanism. Descartes claimed to be able to explain the transmission of a perception from the mother's imagination to the fetus' skin without having recourse to the little pictures postulated by his contemporaries. La Forge offered a detailed account stating that the failure to explain the maternal imagination's impressions would cast doubt on mechanism. Whereas both characterized the birthmark as a deformation or monstrosity in miniature, Malebranche attributed a role to the maternal imagination in fashioning family likenesses. However, he also charged the mother's imagination with the transmission of original sin.
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47

Płotka, Witold. "Twardowski, Ingarden, and Blaustein on Creative Imagination." Social Imaginaries 5, no. 1 (2019): 121–41. http://dx.doi.org/10.5840/si2019517.

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The article is a critical elaboration of two phenomenological theories of imagination formulated by Ingarden and Blaustein in their discussion with Twardowski. Ingarden, as well as Blaustein were students of both Twardowski and Husserl, however, they defined imagination in two different contexts: whereas for Ingarden a proper way of analysis of imagination is ontology, for Blaustein imagination is the object of descriptive psychology, connected mainly with an aesthetic experience. As a result, the question of creativity of imagination is described in two different, but intertwined ways. For Ingarden, creative imagination is understood as a noematical structure which generates the imagined object as a purely intentional object. Ingarden’s description expresses the ontological status of the imagined object as ontologically dependent on the act of imagining, and on the content of the imagined object. In his review of Ingarden’s Das literarische Kunstwerk, Blaustein was clear that one has to revise Ingarden’s theory of purely intentional object by adopting it to imaginative intentionality and aesthetic experience. To elaborate Ingarden’s theory of imagination, Blaustein discusses it also with reference to Twardowski. Blaustein claims that Twardowski’s Cartesian differentiation between perceptive, reproductive, and creative imagination is based on a vague criterion, and moreover it does not refer to two key notions of descriptive psychology, i.e., the notion of the representative content, and the intentional object. As a result of his critique, Blaustein limits the concept of creative imagination to ‘fantasy’, understood as secondary imagination.
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Chairilsyah, Daviq. "DEVELOPING POSITIVE IMAGINATION IN EARLY CHILDHOOD." Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan 18, no. 1 (April 23, 2021): 12–20. http://dx.doi.org/10.25299/al-hikmah:jaip.2021.vol18(1).5767.

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ABSTRACT
 So naturally, the early childhood brain develops an imaginary world of imagination. An imagination that is directed to positive things will certainly foster thoughts and give a child enthusiasm in life at home and school. The paradigm that occurs in society is that imagination in children is always associated with negative and useless, even dangerous things by saying that a child is insane if he has imagination in his life. It is a tool for generating creative and useful ideas. This paper uses a literature study method. Increasing a positive imagination in children is necessary so that the role of teachers and parents is needed to cultivate and direct this imagination in children into creative and useful ideas. Teachers are playing a part in improving the number of play tools in children, engaging children to take walks, inviting children to tell stories, providing a safe and free atmosphere to help develop children's positive imaginations in school. Meanwhile, the role of parents in the family environment is to provide a safe and free-wheeling atmosphere, do not prohibit children too much, invite them to listen to classical music, and base all thoughts on religion.
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Tateo, Luca. "Giambattista Vico and the psychological imagination." Culture & Psychology 21, no. 2 (June 2015): 145–61. http://dx.doi.org/10.1177/1354067x15575695.

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This special issue originates from an international workshop on “Vico and imagination,” that took place at Aalborg University in 2014, within a research project on Giambattista Vico and the epistemology of psychology. Imagination has inexplicably been relegated to the background in contemporary psychology, despite the fact that imaginative processes are involved in even the most mundane activities. In this editorial, I first present the rationale and the content of the articles and commentaries. Then I outline a brief history of the concept of imagination before Vico, drawing some consequences for contemporary psychology. Finally, I provide the proposal for a new research program on imagination as a higher psychological function that enables us to manipulate complex meanings of both linguistic and iconic forms in the process of experiencing.
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Rucińska, Zuzanna, Thomas Fondelli, and Shaun Gallagher. "Embodied Imagination and Metaphor Use in Autism Spectrum Disorder." Healthcare 9, no. 2 (February 13, 2021): 200. http://dx.doi.org/10.3390/healthcare9020200.

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This paper discusses different frameworks for understanding imagination and metaphor in the context of research on the imaginative skills of children with autism spectrum disorder (ASD). In contrast to a standard linguistic framework, it advances an embodied and enactive account of imagination and metaphor. The paper describes a case study from a systemic therapeutic session with a child with ASD that makes use of metaphors. It concludes by outlining some theoretical insights into the imaginative skills of children with ASD that follow from taking the embodied-enactive perspective and proposes suggestions for interactive interventions to further enhance imaginative skills and metaphor understanding in children with ASD.
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