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Journal articles on the topic 'Imaginative'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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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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2

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 (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 modera

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3

Roszak, Piotr, and John Anthony Berry. "Moral Aspects of Imaginative Art in Thomas Aquinas." Religions 12, no. 5 (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 l

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4

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 (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 Researc

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5

Rucińska, Zuzanna, Thomas Fondelli, and Shaun Gallagher. "Embodied Imagination and Metaphor Use in Autism Spectrum Disorder." Healthcare 9, no. 2 (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

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6

Langkau, Julia. "Two Kinds of Imaginative Vividness." Canadian Journal of Philosophy 51, no. 1 (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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7

Judson, Gillian. "Engaging and Cultivating Imagination in Equity-Focused School Leadership." International Journal for Leadership in Learning 22, no. 1 (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

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8

Putman, Daniel. "Can a Secularist Appreciate Religious Music?" Philosophy 83, no. 3 (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 emoti

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9

Rathouzská, Lucie. "The Unknowability and Imagination in Mystical Doctrines of the Late Medieval English Mysticism." Religions 14, no. 7 (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,

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10

JAMET, Pierre. "L’imaginaire labyrinthique de Shakespeare." Langues & Cultures 4, no. 01 (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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11

Takaya, Keiichi. "How to Develop Students' Imaginations." Journal of Educational Thought / Revue de la Pensée Educative 43, no. 1 (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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12

Stadler, Jane. "Imitation of Life: Cinema and the Moral Imagination." Paragraph 43, no. 3 (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 articl

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13

Edmondson, Stephen. "Coleridge and Preaching a Theological Imagination." Journal of Anglican Studies 3, no. 1 (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 bei

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14

Cresci, Edoardo. "Due mostre. Due luci. Giovanni Chiaramonte e Luigi Ghirri." Firenze Architettura 28, no. 2 (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

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15

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 (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

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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 (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 differ

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17

Fakhrana, Ayu, and Murniati Murniati. "Kegiatan Menggambar Bebas Tema Lingkungan Rumah Dalam Meningkatkan Imajinatif Anak." Kumaracitta : Jurnal Pendidikan Anak Usia Dini 1, no. 02 (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.

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18

Bedhia, Dorina. "Mental Images and Postpartum Depression: Case Study." European Journal of Medicine and Natural Sciences 2, no. 1 (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 tha

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Bedhia, Dorina. "Mental Images and Postpartum Depression: Case Study." European Journal of Medicine and Natural Sciences 1, no. 1 (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 tha

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20

Zacks, Oryan, Simona Ginsburg, and Eva Jablonka. "The Futures of the Past The Evolution of Imaginative Animals." Journal of Consciousness Studies 29, no. 3 (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 o

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21

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 (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 emotiona

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22

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

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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 prop

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24

Breitenbach, Angela. "One Imagination in Experiences of Beauty and Achievements of Understanding." British Journal of Aesthetics 60, no. 1 (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

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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 (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

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

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27

Wienand, Franz. "Imagination und Entwicklung – Katathym Imaginative Psychotherapie mit Kindern." Imagination 40, no. 3-4 (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 vinc

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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 vincu

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30

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 (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 mod

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32

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 (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 (s

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33

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 (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

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34

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 highligh

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35

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

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36

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

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37

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

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SƏFƏRLİ, A. M. "KİÇİKYAŞLI MƏKTƏBLİLƏRİN YARADICI TƏXƏYYÜLÜNÜN FORMALAŞMASI XÜSUSİYYƏTLƏRİ." Actual Problems of study of humanities 2, no. 2024 (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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Kumar, Sharat. "Imagination: Springboard of Management." Paradigm 1, no. 2 (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

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Lorenzi, Giulia. "A Reconsideration of Imaginative Points of Resistance." Exchanges: The Interdisciplinary Research Journal 12, no. 1 (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

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Arens, Patrick E. "Kant and the Understanding’s Role in Imaginative Synthesis." Kant Yearbook 2, no. 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 sever

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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 (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 (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 (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,

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

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