Higher education is at a pivotal point of reflection due to the forces of neoliberalism, anti-Blackness, and the ongoing COVID-19 pandemic. In the past, higher education has overlooked the university's far future, opting to focus on readily conspicuous change. Along with this disregarded conversation, these crises present higher education faculty,…

Vivian Gussin Paley is a teacher, writer, lecturer, and advocate for the importance of play for young children. Author of a dozen books about children learning through play, she has received numerous honors and awards including an Erickson Institute Award for Service to Children, a MacArthur Foundation Fellows award, and a John Dewey Society's…

Develops the concept of the prayer-poem as a method for spiritual search. Relates the process of the prayer-poem to Carl Jung's use of "active imagination" as a way of pushing the poetic image to a deeper level of meaning and usefulness: a window into the psyche (soul). (SR)

Compares the passive experience of going to Disneyworld, which stultifies the imagination, sanitizes reality, and packages fantasy, with the more stimulating experience of reading the sections in Thomas Wolfe's "Look Homeward, Angel" that describes Altamont (i.e., Asheville, North Carolina) and serve to link imagination and life. (CAM)

Author describes the experiences and inspiration that led her to write about the Pilgrims. (ARH)

Discusses David Wiesner, the 2002 Caldecott Medal Winner, and includes excerpts of an interview with him. Notes that Wiesner's books appeal to the imagination and often use art elements such as scale. Details the winning book, "The Three Pigs." (PM)

Retells the history of United States rhetorical studies as a negotiation over the meaning of the concepts of invention and imagination. Provides a genealogical outline of the transformation of the imagination in rhetorical theory. Concludes by urging a consideration of the "imaginary," a psychoanalytic understanding of the collective unconscious,…

Narrates the experiences that the author encountered growing up in his native South Africa. Maintains the omnipresence of poetry and the need to educate the imagination to see and hear poetry everywhere. Considers ways of salvaging the imagination. (HB)

Describes the stories told by two three-year-olds and suggests that the storytelling process is a healthy expression of children's imaginations. (DD)

Examines the possibly factual origins of several elements of fantasy literature, including giants, dwarfs and goblins, fairies, talking animals, and the ability to transform beings into other shapes. (HTH)

This paper makes two principal assertions: first, that Coleridge's "Biographia Literaria" is a valuable and hitherto neglected resource for aesthetic educators and, second, that the distinction Coleridge makes between fancy and imagination affords the aesthetic educator a unique insight into the differences between the popular and fine…

Argues that good film and television fantasy is not a retreat from reality but a means of expanding the imagination. (FL)

Notes that many reports on children's books employ the word "imaginative" or "imagination," but few relate it to fantasy, suggesting that it was not the genre that determined this label, but rather the talent, insight, and craft with which the author shaped the material. (HOD)

Describes the vision that prompted the author to place the characters of her prize-winning novel in a small West Virginia town--a place where love has no conditions on it. Thanks readers for sharing her vision. (ARH)

Notes negative responses of contemporary Americans to fantasy literature. Notes that as the prejudice against fantasy literature diminished, more American children's authors began working in this area. Suggests that perhaps the real reason so many Americans have attempted to suppress fantasy literature for children is because they fear the…