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Relevant bibliographies by topics / Social imagination

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Academic literature on the topic 'Social imagination'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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Journal articles on the topic "Social imagination"

1

Setyawan, Yusak Budi. "The Clash of Imaginations on the Identity of the Messiah in Luke 7:18−35 in the Perspective of Harari’s Theory of Imagination." Biblical Theology Bulletin: Journal of Bible and Culture 54, no. 2 (2024): 108–19. http://dx.doi.org/10.1177/01461079241252823.

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From the perspective of Harari’s theory of imagination, the narrative of Luke 7:18−35 displays the clash of imaginations between John and Jesus regarding the identity of the Messiah. It appears that Jesus tries to beat John’s imagination about the identity of the Messiah by lowering the position of John in the Kingdom of God. Clashing with John’s imagination, Jesus builds up the imagination of the Messiah as a figure who presents the Kingdom of God which includes the individual transformation, the transformation of social relationships in the community, the transformation of social structures,

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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 (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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Skovsmose, Ole, Priscila Lima, and Miriam Godoy Penteado. "Pedagogical Imagination in Mathematics Teacher Education." Education Sciences 13, no. 10 (2023): 1059. http://dx.doi.org/10.3390/educsci13101059.

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After providing a brief summary of what has already been said about pedagogical imagination, data are presented showing how prospective mathematics teachers can become engaged in such imaginations. With reference to this data, the notion of pedagogical imagination is explored further by relating it to dialogue, social justice, mathematics, hope, and sociological imagination. To illustrate these relationships, different episodes from the data are highlighted. Finally, the central role that pedagogical imagination can play in mathematics teacher education is discussed.

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van Wormer, Katherine. "Our Social Work Imagination." Journal of Teaching in Social Work 22, no. 3-4 (2002): 21–37. http://dx.doi.org/10.1300/j067v22n03_03.

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Hawlina, Hana, Oliver Clifford Pedersen, and Tania Zittoun. "Imagination and social movements." Current Opinion in Psychology 35 (October 2020): 31–35. http://dx.doi.org/10.1016/j.copsyc.2020.02.009.

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Elbeshausen, Hans, and Ahmet Demir. "Social communication as control and imagination." Social Communications: Theory and Practice 13, no. 2 (2022): 28–46. http://dx.doi.org/10.51423/2524-0471-2021-13-2-10.

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For about a decade, the “Initiative der Verschickungskinder” has been drawing attention to the predominantly negative experiences made by children that were sentto recreation resorts in the Federal Republic of Germany. Between 1950 and 1990, an estimated 10 million children and adolescents between the ages of 2 and 14 were sent to these institutions for 6 weeks for recreational purposes and cared for there. The theoretical framework of the article is formed by the concepts of institutional rationality and social communication. It is assumed that institutions follow certain criteria of rational

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Speshilova, Elizaveta. "Cultural Space of the City: The Intersection of Social and Geographic Imagination." Ojkumena. Regional Researches 19, no. 1 (2025): 105–13. https://doi.org/10.29039/1998-6785/2025-1/105-113.

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The article discusses the methodology of interdisciplinary synthesis of social and geographical imagination in the perspective of urban space research. Based on classical and contemporary sources, the author explores variants of the definition of the ‘social imaginary’ and some ways of its application in urban studies, as well as analyses the conceptual resource of imaginative geography and the main principles of constructing the territory image. It is emphasized that the synthesis of social and geographical imagination focuses the attention of urban researchers on the phenomenon of collective

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Carriere, Kevin R. "“We Are Book Eight”: Dialoging the collective imagination through literary fan activism." Culture & Psychology 24, no. 4 (2018): 529–44. http://dx.doi.org/10.1177/1354067x18796805.

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This paper will explore how individuals employ imagination through collective action. First, I will outline a definition of imagination, focusing on how the dialogic nature of imagination provides an overarching framework for individuals focused on producing change. Next, I will discuss symbolic resources as a way to link one’s imagination with another’s. Qualitative interviews from The Harry Potter Alliance will be examined as a case where collective action is taken through shared resources. It will highlight how placing real-world issues in dialogue with imaginary constructs can assist in sh

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Sekulic, Nada. "Interconnections between theory, history and imagination in anthropology." Sociologija 47, no. 4 (2005): 323–50. http://dx.doi.org/10.2298/soc0504323s.

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The article examines the interconnections between theory, history and imagination in anthropology. Anthropology as academic discipline was established on the scholars? endeavors to raise the history above simple historiography descriptions to the level of theoretical knowledge and nomotetic science, based on the principles of rationality. Therefore, in a way, the contribution of imaginative thinking to the emergence of anthropology and its influence on the formative processes of multi-cultural exchange has been underestimated. An revised analysis of the importance of imagination in these proce

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Erokhina, Elena. "Imaginary and Rational: From Social Theory to Social Order." Ideas and Ideals 13, no. 4-1 (2021): 168–79. http://dx.doi.org/10.17212/2075-0862-2021-13.4.1-168-179.

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The article is devoted to the analysis of imagination as a philosophical and sociological concept that played a significant role in the development of social theory in the middle of the 20th century. Exploring the premises of the contradictory relationship between science and society, it is easy to find a connection between the development of science and social change. Currently, it is generally accepted that scientific, including social theories, through the transfer of ideas, transform the social order and, on the contrary, social practices transform knowledge about the world. The article pr

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Dissertations / Theses on the topic "Social imagination"

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Peake, Bryce. "The social imaginary and social imagination." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23242.

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Houston, S. "Capturing the sociological imagination in social work." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411329.

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Rafati, Tofan. "A Machine for Imagination." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/35729.

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<P>It began with the question, â What if the Modern Man was successful in his dominion over nature?â </P> <P>By means of Architecture this thesis became a speculation and commentary on the human condition. But, more than that, this is a story that tells the evolution and outcome of a series of questions and inquiries into the relationship between Architecture, art and the mythopoetic-narrative realm. </P><br>Master of Architecture

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Beeston, Rob. "The intrigue of travelogue : sound and the social imagination." Thesis, Keele University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250429.

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Sweetman, Joseph. "Political action and social change : moral emotions, automaticity and imagination." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/24192/.

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This thesis develops three independent lines of investigation on the social psychology of political action and social change. Rather than developing a grand theory, I focus on adapting current perspectives in the social psychology of emotion, automaticity, goals and mental simulation to the study of political action and social change. The approach taken is eclectic both theoretically and methodologically. In Chapter 1, I review the social psychology of political action and social change. In doing so, I conceptualise political action and social change and explore current explanations of these p

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Bloom, Emily. "The impact of imaginary companions on social development." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Fritsch, Ryan. "The ethics of imagination: Levinas, Aesthetics and Poiesis in uTOpia." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95124.

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Before Al Gore's 2005 documentary "An Inconvenient Truth" ignited general public concern for the worsening environmental crisis, artists played a crucial role in both exemplifying ecological concerns and in building alternative living and social arrangements. They did so with a sense of "creative responsibility" that formal political and legal institutions seemed incapable of harnessing or acting upon. This thesis looks at how such activist aesthetic movements occurring simultaneously in Toronto and Windsor, Ontario, unleashed a form of "constituent imagination" at once critical, constructive

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Zook, Douglas Ray. "Exploring imagination, film and social studies, engaging a transformative pedagogy of desire." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0014/NQ59705.pdf.

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Hudgins, Caitlin. "Pioneering the Social Imagination: Literary Landscapes of the American West, 1872-1968." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/411896.

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English<br>Ph.D.<br>This dissertation investigates why literary dreams of the West have been categorically dismissed as mythical. Western critics and authors, ranging from Thomas Jefferson to Owen Wister to Patricia Nelson Limerick, have sought to override dreams of the West by representing the western genre as, in Jane Tompkins’ words, a “craving for material reality.” This focus on authenticity betrays an antipathy to the imagination, which is often assumed to be fantastical, escapist, or utopian – groundless, and therefore useless. Such a prejudice, however, has blinded scholars to the valu

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Donald, Jane. "Looking glasses and social ghosts : the impact of imagining others on identity working processes." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/6360.

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In organisation studies there has been an increasing interest in ‘identity work' – that is, the processes through which people's identities become constructed. The role that others play, along with the self, in identity work has, with varying degrees of emphasis, been a recurrent theme both in the contemporary literature and in its classical antecedents. Extant research leaves scope for further investigation of how others are present within identity working processes and this thesis is primarily concerned with the elaboration and understanding of the centrality of others to the working of iden

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Books on the topic "Social imagination"

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Mills, C. Wright. The sociological imagination. Oxford University Press, 2000.

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Ramdhony, Reshmi. Diaspora imagination. Star Publications Pvt. Ltd., 2012.

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Mary, Maxwell, ed. The Sociobiological imagination. State University of New York Press, 1991.

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1954-, Rajan Nalini, ed. The digitized imagination. Routledge, Taylor & Francis Group, 2009.

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Middleton, Karen, William Beinart, and Simon Preston Pooley. Wild things: Nature and the social imagination. The White Horse Press, 2013.

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Kenway, Jane. Globalizing the research imagination. Routledge, 2008.

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1942-, Becker Carol S., ed. The Subversive imagination: Artists, society and social responsibility. Routledge, 1994.

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Schurr, Sandra. Ignite student intellect and imagination in social studies. National Middle School Association, 2007.

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de, Raedt Jules, and Hoskins Janet, eds. Headhunting and the social imagination in Southeast Asia. Stanford University Press, 1996.

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Furth, Hans G. Desire for society: Children's knowledge as social imagination. Plenum Press, 1996.

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Book chapters on the topic "Social imagination"

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Johnston, Peter H. "Social Imagination." In Opening Minds. Routledge, 2023. http://dx.doi.org/10.4324/9781032681979-6.

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McMahon, Jennifer A. "Imagination." In Social Aesthetics and Moral Judgment. Routledge, 2018. http://dx.doi.org/10.4324/9781315148496-5.

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Mills, C. Wright. "The sociological imagination." In Social Work, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003178699-20.

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Szanto, Thomas. "Collective Imagination." In Imagination and Social Perspectives. Routledge, 2017. http://dx.doi.org/10.4324/9781315411538-13.

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Logie, Carmen. "Imagination and Possibility." In Social Aspects of HIV. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77048-8_5.

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Vanzago, Luca. "Intersubjectivity and Imagination." In Imagination and Social Perspectives. Routledge, 2017. http://dx.doi.org/10.4324/9781315411538-10.

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Mertens, Karl. "Social Perspectivity." In Imagination and Social Perspectives. Routledge, 2017. http://dx.doi.org/10.4324/9781315411538-17.

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Dallmayr, Fred. "Memory and Social Imagination." In Dialogue Among Civilizations. Palgrave Macmillan US, 2002. http://dx.doi.org/10.1007/978-1-137-08738-6_7.

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Summa, Michela, Thomas Fuchs, and Luca Vanzago. "Imagination and Social Perspectives." In Imagination and Social Perspectives. Routledge, 2017. http://dx.doi.org/10.4324/9781315411538-1.

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Burke, Anne, and Abigail Crocker. "Teaching for social imagination." In Enhancing Digital Literacy and Creativity. Routledge, 2019. http://dx.doi.org/10.4324/9780429243264-11.

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Conference papers on the topic "Social imagination"

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Vasileva, Maya, and Kliment Naydenov. "A METHODOLOGICAL FRAMEWORK FOR FORMING DESIGN THINKING IN THE TRAINING OF FUTURE GEOGRAPHY TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.88.

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One of the priorities in professional education, including the training of future geography teachers, is related to ensuring a quality and innovative educational process based on the competence approach and modern innovative educational technologies. In this regard, the present study aims to investigate the pedagogical effectiveness and educational potential of design thinking in the professional training of future geography teachers. The main goal is to enhance the academic performance of students by providing a learning process that stimulates the development of their design thinking skills.

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Sun, Qian. "Design for social imagination." In IASDR 2023: Life-Changing Design. Design Research Society, 2023. http://dx.doi.org/10.21606/iasdr.2023.392.

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

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For pressing and complex spatial or social urban agendas, understanding and interpreting place has always been an important issue. In-depth and close explorative reading of a site—in which drawing, modeling and writing (the basic tools of architecture) become instruments to open up new perspectives—is vital for imagining site-specific architectural possibilities. We thus see creative imagination, related to and emerging from place, as a crucial source of innovation. As educators, therefore, we need to examine how to guide students explore their imaginative faculties. Our pedagogi-cal approach

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Busacchi, Vinicio. "ON PERSONAL IDENTITY AND IMAGINATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/2.2/s09.071.

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Ilieva, Nina Z. "When imagination replaces an absent memory." In 3rd International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2019. http://dx.doi.org/10.32591/coas.e-conf.03.33341i.

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Zhang, Wei, and Jianqiu Yu. "Methods about Imagination Education in Architecture." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.240.

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Jarkawi, Hamzah, Ainun Heiriyah, Sanjaya, and M. Eka Prasetia. "Indonesian Lecturer Creates Generation Mindset and Stand up beyond Imagination." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009020703280336.

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V Sankar, Dhanya. "Memory, Materiality and Imagination in Mohsin Hamid’s Exit West." In 13th International Conference on Humanities, Psychology and Social Sciences. Acavent, 2021. http://dx.doi.org/10.33422/13th.hpsconf.2021.11.307.

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Hüsig, Stefan, and Julien Bucher. "The Influence of Ideology on Innovation as Manifesting Imagination: The Case of Tescreal and AGI." In 9th FEB International Scientific Conference. University of Maribor Press, 2025. https://doi.org/10.18690/um.epf.5.2025.52.

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In this paper, we introduce an extended version of the concept of innovation as manifesting imagination. In the original concept, imagination has a key role in the preparation, diffusion and success of innovations. Now, we are integrating ideology and illustrating how it acts as a filter: Ideology not only defines what is desirable and what is not, as a complexity-reducing filter it also enables the argumentative reduction of future expectations by focusing on a specific narrative. We propose that the preferable futures that key entities like imaginators recognize, factor in and push are not p

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Motorin, Alexander V. "Ancient Magic Of Imagination And Modern Digital Technologies." In International Scientific Conference «PERISHABLE AND ETERNAL: Mythologies and Social Technologies of Digital Civilization-2021». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.03.34.

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Reports on the topic "Social imagination"

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Arora, Sukhesh, and Shena Gamat. Counter imaginaries: Towards a new cartography of agency. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1607.2023.

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Performance can foster social imagination, help us understand the connection between historical processes and personal experiences, and to see how social structures and forces shape our lives and identities. The use of performance can help both educators and learners to expose the pedagogies of oppression—how education can reproduce or reinforce the existing power relations and ideologies in society.

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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research o

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Anayatova, Dilraba, Marina Basu, Saiarchana Darira, et al. Turn it around! An education guide to climate futures. Mary Lou Fulton Teachers College, 2022. http://dx.doi.org/10.14507/oge-tia.

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Building on the scientific evidence and keeping in focus policy promises made over the decades, this report mobilizes the power of socially engaged art to bring together visions and voices of youth from across the globe in a collective effort to address the root causes of the climate crisis. It starts with the premise that education is directly implicated in the climate crisis and our failure to imagine alternatives. But it can also be the catalyst for radical change. Aiming to shift and shuffle the dominant knowledge systems and categories with the cards from the Turn It Around! deck, this re

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Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation

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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and

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