Explores the role of symbolic play in the cognitive and psychic development of the normal child and describes the autistic child. Reviews a model treatment program for autism developed at the City College of New York, discussing the therapeutic role of symbolic play in that model. (Author/MJL)

We can revive the spirit of inventiveness by allowing students the freedom to consider the unconventional and probe the possibilities of the "impossible." (Author)

Teacher evaluation should take into consideration the artistic aspects of teaching, which are ignored by rigid evaluation formats. To do this, principals should participate in the classroom; observe the total learning environment; learn how a teacher deals with peers, students, and parents; and gain perceptions of the students themselves.…

There is a growing realization that the premises of materialism are applicable within certain limits only. The mystical writings of Blake teach that man's body is a mental body, and his universe a mental universe. (JN)

Describes a way of teaching art which emphasizes the heart and the senses. (SJL)

Discusses how children can widen their experiences and also acquire a fresh perspective on their everyday experiences through movement and dance. (CM)

Explores the story of "Peter Pan." Considers its creation, its role on the stage, and its impact on society. Considers how "Peter Pan" is about the inability to have make-believe and the true stick together: it dramatizes an artistic failure, the failure to make the vision of the play successful. (SG)

Evoking storytelling as a human tendency, suggests that stories involve sight, sound, rhythm, voice, and spontaneous imagination. Claims that because stories appeal to children's inner lives, they are optimal for communicating "life and human relationships and the totality of the natural world." Also claims that stories encourage…

Describes the use of "guided imagery tours," brainstorming, and other class activities to foster creativity and problem solving in a second-grade classroom. (DMM)

Advises teachers desiring to be more creative to ask "what else?" and "what if?" to trigger their students' imaginations. Two other useful techniques are "showing it" to introduce new concepts and "faking it" to invite participation and encourage involvement. Having fun won't hurt! (MLH)

Artistic activities are frequently called imaginative or valuable in developing students' imagination. However, it is not always clear what imagination means. This paper examines questions related to what imagination is, describes the importance of imaginative thinking, and presents educational implications. The paper concludes that imaginative…

Verbally describing places visited on a wilderness expedition in great detail, using poetic metaphors to add power, does more than improve descriptive skills. Speaking the place aloud deepens the experience by sharpening one's observational skills and adding an imaginative aspect that brings the place alive. Writing the observations in a journal…

This paper deals with the main theses of Gombrich's theory of pictorial representation as they pertain to the understanding of representational artworks and children's drawing. It is argued that the current linguistic-cognitive model of representation adopted from Goodman's theory provides an understanding of images and children's drawing in art…

Many books have been written about leadership. Every author approaches the subject from his or her own perspective and emphasizes different qualities leaders must have to be effective in the particular environment or type of work in which they are engaged. There is consistency, however, in many of the characteristics leaders should possess.…

In this article, the author recommends that we consider how inquiry can facilitate the search for a deep politic. Using an epistemology that shifts between education and aesthetics, the search for a deep politic is based on our human potential to interrogate and (re)imagine everyday politics. By doing so, the author argues, it is possible to see…