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1
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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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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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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Ayies Devin Seftian and Achmad Wildan Kurnawan. "Literary Journalism Training to Enhance the Imaginative Thinking of Students at SMKN 2 Garut." ABDIMAS: Jurnal Pengabdian Masyarakat 7, no. 3 (July 31, 2024): 825–36. http://dx.doi.org/10.35568/abdimas.v7i3.4803.
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The background of this community service activity is a response to the use of technology and social media that affects Indonesian students, causing them to focus more on technology usage. This phenomenon has diminished their interest in honing writing skills and imaginative thinking, as observed at SMKN 2 Garut. The objective of this initiative is to expand knowledge of literary journalism, enhance the writing and imaginative skills of students at SMKN 2 Garut, and prepare them for academic and professional environments. The training method employs a combination of Participatory Action Research (PAR), Target Situation Analysis (TSA), and Project-based Learning (PBL), involving the introduction of literary journalism concepts and the practice of writing literary works. The results show a significant improvement in students' understanding and skills in expressing ideas imaginatively through literary journalism writing. This training also positively contributes to developing students' writing skills and imaginative thinking as part of their education. The activity successfully increased students' knowledge of literary journalism and enhanced their imagination, resulting in good literary works by leveraging students' thinking and creativity.
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Rucińska, Zuzanna, Thomas Fondelli, and Shaun Gallagher. "Embodied Imagination and Metaphor Use in Autism Spectrum Disorder." Healthcare 9, no. 2 (February 13, 2021): 200. http://dx.doi.org/10.3390/healthcare9020200.
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This paper discusses different frameworks for understanding imagination and metaphor in the context of research on the imaginative skills of children with autism spectrum disorder (ASD). In contrast to a standard linguistic framework, it advances an embodied and enactive account of imagination and metaphor. The paper describes a case study from a systemic therapeutic session with a child with ASD that makes use of metaphors. It concludes by outlining some theoretical insights into the imaginative skills of children with ASD that follow from taking the embodied-enactive perspective and proposes suggestions for interactive interventions to further enhance imaginative skills and metaphor understanding in children with ASD.
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Langkau, Julia. "Two Kinds of Imaginative Vividness." Canadian Journal of Philosophy 51, no. 1 (January 2021): 33–47. http://dx.doi.org/10.1017/can.2020.54.
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AbstractThis paper argues that we should distinguish two different kinds of imaginative vividness: vividness of mental images and vividness of imaginative experiences. Philosophy has focussed on mental images, but distinguishing more complex vivid imaginative experiences from vivid mental images can help us understand our intuitions concerning the notion as well as the explanatory power of vividness. In particular, it can help us understand the epistemic role imagination can play on the one hand and our emotional engagement with literary fiction on the other hand.
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Judson, Gillian. "Engaging and Cultivating Imagination in Equity-Focused School Leadership." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 252–64. http://dx.doi.org/10.29173/ijll11.
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Research on equity-focused school leadership reveals how it is relational, emotional, and activist. This paper adds imaginative to this set of leadership qualities. First, imagination is conceptualized as soil. Thinking of imagination in this grounded, ecological way can help address misconceptions around what imagination is and does in the context of school leadership. The next section outlines some of the relational, emotional, and activist features of equity-focused school leadership that are rooted in imagination. Imaginative Education is introduced as a theoretical framework that offers a practical set of (cognitive) tools that leaders may employ to cultivate imagination in pursuit of equity in their schools. The paper concludes with recommendations for future research.
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Putman, Daniel. "Can a Secularist Appreciate Religious Music?" Philosophy 83, no. 3 (July 2008): 391–95. http://dx.doi.org/10.1017/s0031819108000740.
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AbstractDavid Pugmire has argued that secularists can genuinely appreciate religious music because of our imaginative powers combined with the ‘Platonic’ nature of the emotions expressed in such music. I argue that Pugmire is wrong on both counts. Religious music is ‘Platonic’ not because it is subject to levels of imagination but because it has a definite object which makes imaginative readings inferior. Moreover, since religious music does have a clear object taken by the believer as real, a gap exists that cannot be bridged by the imagination of the secularist, even imagination of the emotional ‘last instance’.
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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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JAMET, Pierre. "L’imaginaire labyrinthique de Shakespeare." Langues & Cultures 4, no. 01 (June 15, 2023): 08–18. http://dx.doi.org/10.62339/jlc.v4i01.160.
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Cet article montre comment l’imagination fastueuse, envoûtante et cependant troublante de Shakespeare, provient d’une matrice imaginative spécifiquement labyrinthique, à la façon du maniérisme et peut-être même du baroque. Abstract This paper shows how Shakespeare’s luxurious, enchanting and yet disturbing imagination is derived from an imaginative matrix which is specifically labyrinthic, in a mannerist or perhaps even baroque way.
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Takaya, Keiichi. "How to Develop Students' Imaginations." Journal of Educational Thought / Revue de la Pensée Educative 43, no. 1 (May 17, 2018): 79–86. http://dx.doi.org/10.55016/ojs/jet.v43i1.52412.
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This paper will present a somewhat counter-intuitive argument on the way we may take imagination seriously in our educational practice; I will argue that the development of students' imaginative capacities is likely to be done by intensive study of specific details, rather than by so-called imaginative activities that are fun but lack rigor and content.
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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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Edmondson, Stephen. "Coleridge and Preaching a Theological Imagination." Journal of Anglican Studies 3, no. 1 (June 2005): 75–94. http://dx.doi.org/10.1177/1740355305052823.
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ABSTRACTThis article explores Coleridge's understanding of imagination, Scripture, the spirituality of the world, and our reality as the image of God. I begin with Coleridge's understanding of the inspiration of Scripture and the interpretive process. By locating the imagination in this interaction among writer, reader, and God, I surface Coleridge's more significant description of imaginative thinking as a spiritual act that calls us into the truth of our being and of the world's reality. Implicit in Coleridge's vision is a correlation between human imaginative creativity and the creative being of God as a dimension of our reality as the image of God. Thus, I claim that imaginative preaching, when seen through Coleridge's lens, renews that image within us, awakening us to our reality as spiritual, free beings, but only when we enact our freedom within the context of God's freedom and action which we know through our reading of Scripture.
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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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Egan, Kieran, Shawn Michael Bullock, and Anne Chodakowski. "Learning to Teach, Imaginatively: Supporting the Development of New Teachers Through Cognitive Tools." Articles 51, no. 3 (May 2, 2017): 999–1012. http://dx.doi.org/10.7202/1039625ar.
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We propose that teacher candidates need to have extended experiences with learning to teach imaginatively, which is to say that teacher candidates need to have experiences that enable them to consider new possibilities in education. We first attend to the general theoretical framework offered by imaginative education before moving on to consider the implications of imaginative education for teacher education programs. We conclude with some provocations to the field that we hope will be of use for those who might wish to join us in considering how we might teach teachers to teach in imaginative ways — a complex sentence with an even more complicated set of implications.
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Fina Melinda Purba, Efriyani Djuwita, and Inge Uli Wiswanti. "THE ROLE OF IMAGINATIVE PLAY AND INHIBITORY CONTROL TOWARDS PROSOCIAL BEHAVIOR IN PRESCHOOL CHILDREN." Jurnal Ilmu Keluarga dan Konsumen 17, no. 2 (June 30, 2024): 158–68. http://dx.doi.org/10.24156/jikk.2024.17.2.158.
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Preschool age is a crucial period to foster children's prosocial behavior using imaginative play. This study aims to determine the relationship between imaginative play and prosocial behavior, with inhibitory control as a moderator. The instruments used are the Strengths and Difficulties Questionnaire (SDQ) dimensions of prosocial behavior, the Child Imagination Questionnaire (CIQ), and Head-Toes-Knees-Shoulders Task. Participants were preschool children aged 3–6 years (n = 75). Parents and teachers of children are also involved in administering the data. The results show that there are differences in the assessment results between teachers and parents. The teachers' assessment result shows a significant relationship between imaginative play and prosocial behavior [(75)=0.501, p<0.05, r2=0.251, one-tailed], and inhibitory control moderate the relationship between imaginative play and prosocial behavior (R2=0.4831, p=0.000). However, the correlation among the three variables was found to be non-significant in the parents’ assessment. Inhibitory control also does not moderate the relationship between imaginative play and prosocial behavior. The different results between teachers' and parents' assessments are explained further in this paper.
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Fakhrana, Ayu, and Murniati Murniati. "Kegiatan Menggambar Bebas Tema Lingkungan Rumah Dalam Meningkatkan Imajinatif Anak." Kumaracitta : Jurnal Pendidikan Anak Usia Dini 1, no. 02 (January 16, 2024): 57–62. https://doi.org/10.63577/kum.v1i02.19.
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Children must have imaginative abilities because this is related to their creativity and thinking skills. Imaginative ability needs to be developed because it helps children to generate new ideas and creativity. There are still many children who look confused when asked to express what they feel, what they have experienced and what they will make through their work. Researchers used a qualitative descriptive research method that aims to describe the implementation of free drawing activities to improve children's imaginative abilities. Data collection techniques used observation and interviews. Data analysis was carried out before, during and after completing research in the field by reducing and presenting the data. The results showed that free drawing activities can be used as a stimulus to improve children's imaginative abilities so that it can help them to generate new ideas and make them more creative. The conclusion of this study is that free drawing activities can improve children's imaginative abilities because drawing is liked by children and they are free to express their ideas and imagination.
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Bedhia, Dorina. "Mental Images and Postpartum Depression: Case Study." European Journal of Medicine and Natural Sciences 2, no. 1 (March 2, 2018): 45. http://dx.doi.org/10.26417/ejmn.v2i1.p45-48.
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Imagination and images refer jointly ability to imagine. Imaginative therapies operate all within an almost real context. In therapeutical experience, the individual goes through almost real experiences before going through the events in reality, acts before acting in reality and this provokes changes in somatic level. The almost real dimension, namely the imaginative dimension, influences the individual, or rather the individual, starting from the imagination changes himself, his beliefs and perceptions. Imagination as therapeutic intervention is sometimes more efficient and more valuable than other therapies. It is also effective in treating a range of psychological symptoms such as insomnia, depression, obesity, cronich pain, various phobias, anxiety and panic , somatic problems. Given the fact that the images are effective in treating a range of psychological symptoms, including depression we want to see if imaginative techniques help improve symptoms of postpartum depression. This case was treated at University Hospital for Obstetric and Gynecology "Koco Gliozheni" Tirane (Albania). A 35 years young mother showed depressive symptoms associated with post-partum condition, as determined by semi-structured interviews and relevant test EDPS, also by psychiatric consultations. Besides the daily psychological support I proposed some imaginative techniques like self-watching, flooding, guided imagery. Imaginative activity in general, in the case in question, was a valid instrument of the difficulties in everyday life. The patient learned to visualize problematic elements of each situation and this resulted an efficient approach. Imagination helped identify schematic components that have contributed to the formation of inappropriate thoughts and exaggerated ideas. It helped in recognition of the patient's emotional reality and modifying this emotional reality. The patient uses images to manage situations different daily life even by telephone follow up. This case study shows that imagery techniques, elaborated through images, facilitate recovery and provide us with a functional interpretation of the event and its consequences. Working with images intended to make the patient able to withstand and manage the pain that bring different situations and to integrate it in the history of personal life.
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Bedhia, Dorina. "Mental Images and Postpartum Depression: Case Study." European Journal of Medicine and Natural Sciences 1, no. 1 (May 15, 2018): 11. http://dx.doi.org/10.26417/280fyg36q.
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Imagination and images refer jointly ability to imagine. Imaginative therapies operate all within an almost real context. In therapeutical experience, the individual goes through almost real experiences before going through the events in reality, acts before acting in reality and this provokes changes in somatic level. The almost real dimension, namely the imaginative dimension, influences the individual, or rather the individual, starting from the imagination changes himself, his beliefs and perceptions. Imagination as therapeutic intervention is sometimes more efficient and more valuable than other therapies. It is also effective in treating a range of psychological symptoms such as insomnia, depression, obesity, cronich pain, various phobias, anxiety and panic , somatic problems. Given the fact that the images are effective in treating a range of psychological symptoms, including depression we want to see if imaginative techniques help improve symptoms of postpartum depression. This case was treated at University Hospital for Obstetric and Gynecology "Koco Gliozheni" Tirane (Albania). A 35 years young mother showed depressive symptoms associated with post-partum condition, as determined by semi-structured interviews and relevant test EDPS, also by psychiatric consultations. Besides the daily psychological support I proposed some imaginative techniques like self-watching, flooding, guided imagery. Imaginative activity in general, in the case in question, was a valid instrument of the difficulties in everyday life. The patient learned to visualize problematic elements of each situation and this resulted an efficient approach. Imagination helped identify schematic components that have contributed to the formation of inappropriate thoughts and exaggerated ideas. It helped in recognition of the patient's emotional reality and modifying this emotional reality. The patient uses images to manage situations different daily life even by telephone follow up. This case study shows that imagery techniques, elaborated through images, facilitate recovery and provide us with a functional interpretation of the event and its consequences. Working with images intended to make the patient able to withstand and manage the pain that bring different situations and to integrate it in the history of personal life.
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Zacks, Oryan, Simona Ginsburg, and Eva Jablonka. "The Futures of the Past The Evolution of Imaginative Animals." Journal of Consciousness Studies 29, no. 3 (March 31, 2022): 29–61. http://dx.doi.org/10.53765/20512201.29.3.029.
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We discuss the evolution of imagination in vertebrate animals within the framework of an evolutionary-transition approach. We define imaginative consciousness and the cognitive architecture that constitutes it and argue that the evolution of full-fledged imaginative consciousness that enables planning can be regarded as a major transition in the evolution of cognition. We explore the distribution and scope of a core capacity of imaginative cognition in non-human vertebrates — episodic-like memory (ELM) — by examining its behavioural manifestations as well as the organization and connectivity of the hippocampus, a central hub of episodic memory processes in vertebrates. Although the data are limited, we conclude that ELM evolved in parallel several times through the enrichment of minimal consciousness capacities, that there is a general correspondence between enhanced behavioural capacities and the size and complexity of the hippocampus during vertebrate evolution, and that the evolution of prospective, planning-enabling imagination is a major transition in cognition and consciousness.
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Bragas, Bernard. "Nussbaum about Sentience: A Philosophical Reflection during the Pandemic toward Indigenous Societal Aid as an Imaginative Act." Scientia - The International Journal on the Liberal Arts 14, no. 1 (March 31, 2025): 24–37. https://doi.org/10.57106/scientia.v14i1.195.
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Using Martha Nussbaum’s Upheavals of Thought, I argue that ethical and political systems are only good if they are alive in human ways. These systems have valuations and are cultivated in the ways of the people, surfacing out in times of crises. This demonstrates that emotion and imaginative abilities enhanced by the humanities and the arts play important roles in ethical decision-making and public undertakings. The first section is intentionally written from a personal standpoint through a thought experiment to ground the reality that, indeed, ethical decisions can never be devoid of emotional considerations. It is supported by another experience situated in the context of the COVID-19 pandemic. This follows Nussbaum’s literary technique, showing that “emotions and reason are inextricably linked in an inescapable logic.” Then, in the second section, the analysis is extended to the national crisis that was caused by the same pandemic. I discuss here the importance of imagination, which is usually stimulated in the humanities and the arts. Consequently, to acquire or to be deficient in imaginative abilities would determine the response of those on political platforms in times of dire need and desperate conditions of their people. I end briefly with a particular imaginative act, the establishment of community pantries, as an embodiment of Filipino sentience through the national concept of bayanihan. This serves as a challenge to imaginatively build on indigenous concepts as the Philippine society battles against every crisis.
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KIND, AMY. "Imaginative Vividness." Journal of the American Philosophical Association 3, no. 1 (2017): 32–50. http://dx.doi.org/10.1017/apa.2017.10.
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ABSTRACT:How are we to understand the phenomenology of imagining? Attempts to answer this question often invoke descriptors concerning the ‘vivacity’ or ‘vividness’ of our imaginative states. Not only are particular imaginings often phenomenologically compared and contrasted with other imaginings on grounds of how vivid they are, but such imaginings are also often compared and contrasted with perceptions and memories on similar grounds. Yet however natural it may be to use ‘vividness’ and cognate terms in discussions of imagination, it does not take much reflection to see that these terms are poorly understood. In this paper, I review both some relevant empirical literature as well as the philosophical literature in an attempt to get a handle on what it could mean, in an imaginative context, to talk of vividness. As I suggest, this notion ultimately proves to be so problematic as to be philosophically untenable.
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Tooming, Uku. "Imaginative resistance as imagistic resistance." Canadian Journal of Philosophy 48, no. 5 (2018): 684–706. http://dx.doi.org/10.1080/00455091.2017.1378534.
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AbstractWhen we are invited to imagine an unacceptable moral proposition to be true in fiction, we feel resistance when we try to imagine it. Despite this, it is nonetheless possible to suppose that the proposition is true. In this paper, I argue that existing accounts of imaginative resistance are unable to explain why only attempts to imagine (rather than to suppose) the truth of moral propositions cause resistance. My suggestion is that imagination, unlike supposition, involves mental imagery and imaginative resistance arises when imagery that one has formed does not match unacceptable propositions.
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Breitenbach, Angela. "One Imagination in Experiences of Beauty and Achievements of Understanding." British Journal of Aesthetics 60, no. 1 (December 23, 2019): 71–88. http://dx.doi.org/10.1093/aesthj/ayz048.
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Abstract I argue for the unity of imagination in two prima facie diverse contexts: experiences of beauty and achievements of understanding. I develop my argument in three steps. First, I begin by describing a type of aesthetic experience that is grounded in a set of imaginative activities on the part of the person having the experience. Second, I argue that the same set of imaginative activities that grounds this type of aesthetic experience also contributes to achievements of understanding. Third, I show that my unified account of imagination has important implications: it sheds light on two puzzling phenomena, the aesthetic value of science and the cognitive value of art.
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Плешко, А. А. "The development of imaginative thinking in the process of formation creative abilities of vocal students." Review of pedagogical research 6, no. 2 (March 27, 2024): 166–72. http://dx.doi.org/10.58224/2687-0428-2024-6-2-166-172.
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настоящая статья представляет анализ раскрывающий смысл роли образного мышления начинающего певца-актера в процессе творческой работы над вокальным произведением и формировании творческих способностей. Определяя особенности ключевых моментов творческого процесса, рассматривается понятие образного мышления и воображения, тех слагаемых, которые определяют творческий потенциал, проявляющийся в исполнительской индивидуальности в процессе творчества будущего артиста. Формирование образного мышления, рассматривается в работе, как многогранность педагогического процесса, включающего в себя воспитание художественного вкуса, самостоятельное изучение музыкальных и театральных дисциплин, расширение общего кругозора как условие для развития творческих способностей. В работе преследуется цель проанализировать и определить процесс развития образного мышления, раскрывающий творческие способности студентов-вокалистов, что является актуальным в вокальной педагогике. Используя источники по психолого-педагогической деятельности и вокальному искусству, раскрываются необходимые характеристики для создания методики по развитию образного мышления у музыкантов театральной сферы. В результате, подчеркивается необходимость многоаспектного развития образного мышления у студентов-вокалистов, где профессиональные творческие умения необходимо сочетать с развитием пространственно-временного воображения, яркость фантазии и логикой художественного мышления. this article is an analysis that reveals the meaning of the imaginative thinking of a beginning singer-actor in the process of creative work on vocal creativity and the development of creative abilities. The features of the key moments of the creative process are determined, the idea of imaginative thinking and imagination, those supposed ones that determine the creative potential that continues in the performing individuality in the process of creativity of the future artist. Formation of imaginative thinking, potential in work, as a versatility of the pedagogical process, including the cultivation of artistic taste, independent study of auxiliary and theatrical disciplines, broadening the general horizons as a condition for the development of creative abilities. The work is aimed at researching and pedagogically defining the process of developing imaginative thinking, which reveals the creative abilities of student vocalists, which is relevant in vocal technique. As sources on psychological and pedagogical activity and vocal art, the necessary characteristics are revealed for creating methods for the development of imaginative thinking in the musical theater field. As a result, there is a need for multidimensional imaginative development among student vocalists, where professional creative skills must be combined with the development of space-time imagination, vivid imagination and the logic of artistic thinking.
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Ginsburg, Michal Peled. "Imagination, Poetic Creation, and Gender: Hardy’s “Imaginative Woman”." Modern Philology 110, no. 2 (November 2012): 273–88. http://dx.doi.org/10.1086/668446.
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Wienand, Franz. "Imagination und Entwicklung – Katathym Imaginative Psychotherapie mit Kindern." Imagination 40, no. 3-4 (July 1, 2018): 72–84. http://dx.doi.org/10.24989/ig.v40i3-4.3264.
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Auf die Darstellung der Besonderheiten der Psychotherapie im Kindes- und Jugendalter folgt die Skizzierung einer entwicklungsorientierten Therapie mit jungen Menschen auf der Grundlage von Konzepten der psychodynamischen und systemischen Kurzzeit-Therapie. Den Hauptteil des Beitrags bildet die Umsetzung dieses Ansatzes in der Katathym Imaginativen Psychotherapie mit Kindern unter Verwendung von Beispielen aus der Praxis des Autors.
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Matte, María de la Luz. "La Educación Imaginativa y la enseñanza de la historia." Revista de Historia y Geografía, no. 39 (October 31, 2018): 143. http://dx.doi.org/10.29344/07194145.39.1650.
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Este artículo analiza las propuestas de la Educación Imaginativa y sus potencialidades para la enseñanza de la historia. En la primera parte se reseñan los postulados teóricos de la Educación Imaginativa, centrando el análisis en las propuestas de uno de sus principales impulsores, el filósofo de la educación Kieran Egan. En la segunda parte se estudia la manera en que este enfoque puede ser utilizado en la enseñanza de la historia, proporcionando, además, algunos ejemplos concretos. Según Egan, la enseñanza de la historia ha quedado reducida a los currículos, dejando de lado los aspectos vinculados con las emociones y la imaginación, lo que ha impactado el desarrollo integralde los estudiantes como miembros de la sociedad. A partir de la experiencia y la revisión bibliográfica, proponemos una aproximación a esta teoría, explicando sus fundamentos, sus principios y cómo esta puede ser una valiosa herramienta para la enseñanza de la historia.AbstractThis article analyzes proposals of Imaginative Education and its potential for teaching history. The first part presents the theoretical postulates of the Imaginative Education focusing on the proposals of one of its main promoters, the education philosopher Kieran Egan. In the second part, it studies the way in which this approach can be used in teaching history, also providing some examples. According to Egan, the curricula has reduced the teaching of history to the transmission of knowledge without relating it to emotions and imagination, impacting students’ integral development as members of society. From the experience and the bibliographic review we propose an approach to this theory, explaining its foundations, its principles and how this can be a valuable tool for the teaching of history.Keywords: Imaginative education, understandings, cognitive tools, history teaching.ResumoEste artigo analisa as propostas da Educação Imaginativa e suas potencialidades para o ensino da história. Na primeira parte são resumidos os postulados teóricos da Educação Imaginativa centrando a análise nas propostas de um dos seus principais impulsores, o filósofo da educação Kieran Egan. Na segunda parte estuda-se a maneira em que esta perspectiva pode ser utilizada no ensino da história proporcionando, ao mesmo tempo, alguns exemplos concretos. Segundo Egan, o ensino da história tem ficado reduzido nos currículos à transmissão de conhecimentos ignorando os aspectos vinculados com as emoções e a imaginação, o que tem impactado o desenvolvimento integral dos estudantes como membros da sociedade. A partir da experiência e a revisão bibliográfica propomos uma aproximação a esta teoria, explicando seus fundamentos, seus princípios e como esta pode ser una valiosa ferramenta para o ensino da história.Palavras-chave: Educação Imaginativa, entendimentos, ferramentas cognitivas,ensino da história.
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Matte, María de la Luz. "La Educación Imaginativa y la enseñanza de la historia." Revista de Historia y Geografía, no. 39 (November 13, 2018): 143. http://dx.doi.org/10.29344/07194145.39.1696.
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Este artículo analiza las propuestas de la Educación Imaginativa y sus potencialidades para la enseñanza de la historia. En la primera parte se reseñan los postulados teóricos de la Educación Imaginativa, centrando el análisis en las propuestas de uno de sus principales impulsores, el filósofo de la educaciónKieran Egan. En la segunda parte se estudia la manera en que este enfoque puede ser utilizado en la enseñanza de la historia, proporcionando, además, algunos ejemplos concretos. Según Egan, la enseñanza de la historia ha quedado reducida a los currículos, dejando de lado los aspectos vinculados con las emociones y la imaginación, lo que ha impactado el desarrollo integral de los estudiantes como miembros de la sociedad. A partir de la experiencia y la revisión bibliográfica, proponemos una aproximación a esta teoría, explicando sus fundamentos, sus principios y cómo esta puede ser una valiosa herramienta para la enseñanza de la historia.AbstractThis article analyzes proposals of Imaginative Education and its potential for teaching history. The first part presents the theoretical postulates of the Imaginative Education focusing on the proposals of one of its main promoters, the education philosopher Kieran Egan. In the second part, it studies the way in which this approach can be used in teaching history, also providingsome examples. According to Egan, the curricula has reduced the teaching of history to the transmission of knowledge without relating it to emotions and imagination, impacting students’ integral development as members of society. From the experience and the bibliographic review we propose an approach to this theory, explaining its foundations, its principles and how this can be a valuable tool for the teaching of history.Keywords: Imaginative education, understandings, cognitive tools, history teaching.ResumoEste artigo analisa as propostas da Educação Imaginativa e suas potencialidades para o ensino da história. Na primeira parte são resumidos os postulados teóricos da Educação Imaginativa centrando a análise nas propostas de um dos seus principais impulsores, o filósofo da educação Kieran Egan. Na segunda parte estuda-se a maneira em que esta perspectiva pode ser utilizadano ensino da história proporcionando, ao mesmo tempo, alguns exemplos concretos. Segundo Egan, o ensino da história tem ficado reduzido nos currículos à transmissão de conhecimentos ignorando os aspectos vinculadoscom as emoções e a imaginação, o que tem impactado o desenvolvimento integral dos estudantes como membros da sociedade. A partir da experiência e a revisão bibliográfica propomos uma aproximação a esta teoria, explicando seus fundamentos, seus princípios e como esta pode ser una valiosa ferramenta para o ensino da história.Palavras-chave: Educação Imaginativa, entendimentos, ferramentas cognitivas,ensino da história.
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Arapov, O. G. "“Imaginative philosophy” of Y. Golosovker and “Imaginative metaphysics” of G. Bachelard: two models philosophy of imagination." RUDN JOURNAL OF PHILOSOPHY 21, no. 2 (2017): 158–65. http://dx.doi.org/10.22363/2313-2302-2017-21-2-158-165.
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Sudirman, Maman, Nana Setiana, and Wawan Suharmawan. "Meningkatkan Kemampuan Menulis melalui Metode Multiliterasi Menulis Imajinatif Kritis dengan Menggunakan Media Buku Zig-Zag." Interdisciplinary Explorations in Research Journal 2, no. 2 (July 17, 2024): 1262–71. http://dx.doi.org/10.62976/ierj.v2i2.642.
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Abstract The problem that occurs is that students' writing skills are still low. Through the critical imaginative multiliteracy method using zig-zag book media, it is hoped that it can improve students' writing skills. The aim of this research is to improve students' writing skills using the critical imaginative multiliteracy method using zig-zag book media. This research procedure was carried out in two cycles, the steps in each cycle consisted of four stages, namely the planning, implementation, observation and reflection stages. Students' writing abilities before using the multiliteracy model of critical imaginative writing were still low, only 15% of students achieved learning completion. After carrying out cycle 1, it increased to 46%. In cycle 2, students' learning completion level increased again to 100%. Thus, the multiliteracy method of critical imaginative writing can improve students' writing abilities. Keywords: Writing Ability, Multiliteracy, Zig-Zag Book Media Abstrak Permasalahan yang terjadi yaitu kemampuan menulis peserta didik masih rendah. Melalui metode multiliterasi imaginatif kritis dengan menggunakan media buku zig-zag diharapkan dapat meningkatkan kemampuan menulis peserta didik. Tujuan penelitian ini adalah untuk meningkatkan kemampuan menulis peserta didik dengan metode multiliterasi imaginatif kritis menggunakan media buku zig-zag. Prosedur penelitian ini dilakukan sebanyak dua siklus, langkah-langkah pada setiap siklus terdiri dari empat tahap yaitu tahap perencanaan, pelaksanaan,, pengamatan, dan refleksi. Kemampuan menulis peserta didik sebelum menggunakan model multiliterasi menulis imaginatif kritis masih rendah, hanya sebesar 15% peserta didik yang mencapai ketuntasan belajar. Setelah melaksanakan siklus 1, meningkat menjadi 46%. Pada siklus 2, tingkat ketuntasan belajar peserta didik meningkat kembali menjadi 100%. Dengan demikian, metode multiliterasi menulis imaginatif kritis dapat meningkatkan kemampuan menulis peserta didik. Kata Kunci: Kemampuan Menulis, Multiliterasi, Media Buku Zig-Zag
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Gleason, Tracy R., Sally A. Theran, and Emily M. Newberg. "Connections Between Adolescents’ Parasocial Interactions and Recollections of Childhood Imaginative Activities." Imagination, Cognition and Personality 39, no. 3 (January 24, 2019): 241–60. http://dx.doi.org/10.1177/0276236619825810.
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Parasocial interactions (PSIs; one-sided communication imagined with a media figure) in adolescence and imaginative activities in childhood, such as imaginary companions and role play, have a shared foundation in that both use imagination for social purposes. This commonality in both cognitive processes and social uses begs the question of whether they are related phenomena. We examined PSI’s connection to retrospective reports of childhood imaginative activities in the context of the social environment, including relationship functioning (attachment style and social support) and well-being (self-esteem and depressive symptoms), in 151 adolescents ( Mage = 14.8 years). PSI and reports of childhood imagination were unrelated to each other and differentially related to the social environment, suggesting that each form of social imagination relates to the developmental task it addresses rather than to individual differences in predilection for fantasy or social functioning.
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Pan, Yiyuan, Yunzhe Xu, Zhe Liu, and Hesheng Wang. "Planning from Imagination: Episodic Simulation and Episodic Memory for Vision-and-Language Navigation." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 6 (April 11, 2025): 6345–53. https://doi.org/10.1609/aaai.v39i6.32679.
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Humans navigate unfamiliar environments using episodic simulation and episodic memory, which facilitate a deeper understanding of the complex relationships between environments and objects. Developing an imaginative memory system inspired by human mechanisms can enhance the navigation performance of embodied agents in unseen environments. However, existing Vision-and-Language Navigation (VLN) agents lack a memory mechanism of this kind. To address this, we propose a novel architecture that equips agents with a reality-imagination hybrid memory system. This system enables agents to maintain and expand their memory through both imaginative mechanisms and navigation actions. Additionally, we design tailored pre-training tasks to develop the agent's imaginative capabilities. Our agent can imagine high-fidelity RGB images for future scenes, achieving state-of-the-art results in a Success rate weighted by Path Length (SPL).
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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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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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Frein, Mark. "Imagination and Imaginative: A Trial Separation for Educational Practice." Paideusis 11, no. 2 (November 5, 2020): 39–54. http://dx.doi.org/10.7202/1073104ar.
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Gündoğan, Aysun. "Oh no monster! Do imaginative fears trigger creative imagination?" Early Child Development and Care 190, no. 8 (September 18, 2018): 1150–56. http://dx.doi.org/10.1080/03004430.2018.1523154.
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Schaverien, Joy. "Countertransference as active imagination: imaginative experiences of the analyst." Journal of Analytical Psychology 52, no. 4 (August 20, 2007): 413–31. http://dx.doi.org/10.1111/j.1468-5922.2007.00674.x.
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Kumar, Sharat. "Imagination: Springboard of Management." Paradigm 1, no. 2 (January 1998): 32–35. http://dx.doi.org/10.1177/0971890719980205.
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Imagination distinguishes man from all other living things. It is not at all a matter of inheritance. Complex imaginative manipulations are dealt with by use of symbols. Human imagination has a style. Yet, it is the same ability which has led to an inner conflict between individual and modern society. The author advocates that the close inter-relationship of imagination, art and management is unassailable
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Chen, Kuen Meau. "A Study of Concept Development in Creative Product Design." Applied Mechanics and Materials 311 (February 2013): 328–33. http://dx.doi.org/10.4028/www.scientific.net/amm.311.328.
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The imaginative power of human beings is the reappearance and integration of emotional and perceptional experiences. Therefore, if the personal imagination would like to be further developed, the first thing is to enhance agility of emotional experiences and perception. And also the conceptual combination involves joining of two or more concepts to produce a new meaning that satisfies the representation of each constituent concept. Original concepts may emerge from conceptual combination in imagination. New attributes may also emerge from conceptual combination that cannot be explained by each individual concept. The cognitive processes that produce emergent concepts and attributes in conceptual combination may be viewed as a creative process. This research was conducted through a literature review, case studies, and interviews with experts on award-winning works in international design competitions. Through qualitative analysis of these design projects, we identified several paths leading from imaginative constructs to conceptual development in the design process: thematic relationships, intersecting attributes, the transfer of attributes, inherited attributes, causal relationships, analogical relationships, multi-level inclusive relationships, and the interpretation of contrasting meaning. It is hoped that the results of this study will serve as a useful reference in design education, particularly with regard to the development of imaginative and creative capacity.
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Lorenzi, Giulia. "A Reconsideration of Imaginative Points of Resistance." Exchanges: The Interdisciplinary Research Journal 12, no. 1 (October 31, 2024): 113–21. http://dx.doi.org/10.31273/eirj.v12i1.1704.
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In this short piece, I want to explore the idea that limits of imagination, that I refer to here as to ‘points of resistance’, can play an essential role in certain imaginative tasks. To show how points of resistance can be carriers of crucial information, I focus here on the analysis of 9/11. Leaving aside personal and political implications, I investigate the possible plausibility of some statements of the US Secretary of the Defense at the time of the attacks, attributing the cause of 9/11 to imagination. I propose that, despite being dismissed as an outrageous analysis of responsibilities involved in the success of the terroristic attacks, there could be a role that a failure of imagination might have played.
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Arens, Patrick E. "Kant and the Understanding’s Role in Imaginative Synthesis." Kant Yearbook 2, no. 1 (May 1, 2010): 33–52. http://dx.doi.org/10.1515/kantyb-2010-020102.
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Abstract The aim of this article is to contribute to the ongoing debate about whether Kant is a conceptualist or a non-conceptualist, by criticizing Hannah Ginsborg’s conceptualist interpretation found in her “Was Kant a nonconceptualist?” (2008). Ginsborg’s conceptualist interpretation places important focus on imaginative synthesis. According to Ginsborg, our being conscious of imaginative synthesis is an essential element of such processes and it is our consciousness that confers intentionality to synthesized representations. In this article, I undermine Ginsborg’s account by offering several passages that challenge its central tenets. Then, I develop and argue for an interpretation of imaginative synthesis that respects the passages used against Ginsborg. In short, I think the original text supports an account of synthesis such that the manifold of intuitions produced by our faculty of sensibility is unconsciously synthetically unified by the imagination. It is important to note that while the interpretation I offer here does not decisively support a conceptualist or non-conceptualist interpretation of Kant, it is nevertheless favorable to both the content and state non-conceptualist readings and unfavorable to the Ginsborgian conceptualist reading; this is because my interpretation shows that the mere fact of imaginative synthesis does not itself entail conceptualism, as Ginsborg maintains.
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Passerini, Alberto. "L'Expérience Imaginative." Imaginaire & Inconscient 23, no. 1 (2009): 155. http://dx.doi.org/10.3917/imin.023.0155.
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Daigger, Martin. "Imaginative Täterkonfrontation." Trauma und Gewalt 12, no. 02 (May 2018): 166–72. http://dx.doi.org/10.21706/tg-12-2-166.
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Bonaminio, Vincenzo. "Élaboration imaginative." Journal de la psychanalyse de l'enfant 5, no. 2 (2015): 93. http://dx.doi.org/10.3917/jpe.010.0093.
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Dortier, Jean-François. "L'espèce imaginative." Sciences Humaines N° 273, no. 8 (August 1, 2015): 22. http://dx.doi.org/10.3917/sh.273.0022.
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Zuidervaart, Lambert. "Imaginative Disclosure." Symposium 8, no. 3 (2004): 519–48. http://dx.doi.org/10.5840/symposium20048340.
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Andrews, June. "Imaginative care." Nursing Standard 24, no. 37 (May 19, 2010): 61. http://dx.doi.org/10.7748/ns.24.37.61.s55.
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Romele, Alberto. "Imaginative Machines." Techné: Research in Philosophy and Technology 22, no. 1 (2018): 98–125. http://dx.doi.org/10.5840/techne201791369.
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In philosophy of emerging media, several scholars have insisted on the fact that the “new” of new technologies does not have much to do with communication, but rather with the exponential growth of recording. In this paper, instead, the thesis advanced is that digital technologies do not concern memory, but imagination, and more precisely, what philosophers from Kant onwards have called productive imagination. In this paper, however, the main reference will not be Kant, but Paul Ricoeur, who explicitly refers to the Kantian productive imagination in his works, but also offered an externalized, semioticized, and historicized interpretation of it. The article is developed in three steps. In the first section, it deals with Ricoeur’s theory of narrative, based on the notions of mimesis and mythos. In the second section, it is first argued that human imagination is always-already extended. Second, it will be shown how mimesis and mythos are precisely the way software works. In the third section, the specificity of big data is introduced. Big data is the promise of giving our actions and existences a meaning that we are incapable of perceiving, for lack of sensibility (i.e., data) and understanding (i.e., algorithms). Scholars have used the Foucauldian concepts of panopticon and confession for describing the human condition in the digital age. In the conclusion, it is argued that big data makes any form of disclosure unnecessary. Big data is an ensemble of technological artifacts, methods, techniques, practices, institutions, and forms of knowledge aiming at taking over the way someone narratively accounts for himself or herself before the others. Hence, another Foucauldian notion is representative of this age: the parrhesia, to speak candidly, and to take a risk in speaking the truth, insofar as such a possibility is anesthetized.
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Clewlow, C. "Imaginative writing." Medical Education 35, no. 12 (December 2001): 1152–54. http://dx.doi.org/10.1046/j.1365-2923.2001.01109.x.
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