Argues that the real problem in schools and in society as a whole is not the lack of imagination, but that excessive imagination is running wild. Considers how someone whose imagination is out of control can still be a "convergent" thinker, believing there is only one answer or solution to a dilemma or problem. (SG)

Discusses how the eloquent "I" cultivates a deepened self-dialogue and offers students an epistemological and rhetorical discipline. Reconfigures Mikhail Bakhtin's ethics of "otherness" and his dialogic-prompted way of knowing. Discusses looking for the eloquent "I" in the writing classroom. (SG)

Argues that the story's two themes--a celebration of artistic creativity and a ringing denunciation of prejudice--are closely related through their reliance on the importance of imagination, both artistic and moral. Employs recent work in moral theory to analyze the way in which the resolution of Estes's story turns on the characters' growth in…

Discusses six forms of artistic thinking and how they can contribute to the improvement of schooling. For example, in art one learns that form and content are inseparable. Applied to schooling, this lesson means that how a subject is taught is as important as what is taught. Integrating the "how" and "what" (form and content) are essential for…

The ways in which the mind creates new worlds, new contexts, and possible alternate realities are described. It is proposed that with this information, facility in devising new worlds and realities may be enhanced and imaginative reach expanded. (MSE)

Considers the concept of virtual reality in terms of more common forms of communication, including the telephone, post office mail, electronic mail, and interactive mail via online conversations and forums. Discussion includes the use of imagination and its role in virtual reality. (LRW)

Claims that the possibility of freedom is an aspect of one's individuality, and this possibility must be actualized through circumstances and conscious involvement with other human beings. Argues education should open spaces to enable poor and minority children to imagine new possibilities for themselves. (NH)

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…

As an educational theorist, the author finds Dreyfus' reflections on education, on skill, competence and proficiency, on embodiment and on commitment and risk, to be of deep importance and deserving widespread debate. Moreover, as an educator whose teaching is done at a terminal and whose practice is inextricable from the Internet, the author…

Peirce was a thinker who claimed that his mind had been thoroughly formed by his rigorous training in the natural sciences. But he was also the author who proclaimed that nothing is truer than true poetry. In making the case for Peirce's relevance to issues of education, then, it is necessary to do justice to the multifaceted character of his…

The works of certain rhetorical thinkers contain strategies directed at achieving assent or cooperation. Such writings demonstrate means by which readers' rational responses can be deliberately challenged and disrupted. While people often cite Aristotle's maxim "Man is a rational animal," critics have asserted that the statement…

This paper discusses reasons why oral storytelling is a useful technique and presents step-by-step instructions for how to tell a story. Among the advantages discussed are: immediacy, relevancy, versatility, lack of visual stimuli to limit conceptualization, and eye contact. Techniques are presented for three components of the storytelling…

Horse drawings by female children are analyzed. The construction of meaning in children's drawing frequently remains as much in the child's mind as it is graphically expressed. Educators must develop an appreciation for children's fantasy worlds and the ways these worlds both mirror and transform their lives. (RM)

Explores the extent to which technology has affected creation and production in modern poetry and concludes that originality of expression has not been lost in the medium of newsprint or advertising text. (DF)

Discusses the role and importance of the arts for education and society, arguing that the arts are not fluff to be eliminated from resource-limited curriculums, but are an important aspect of stimulating human imagination, thinking processes and the ability to feel. (WAS)