The problem of exclusivity figures large in education. How can we educate to deconstruct exclusivity and invent inclusivity? This article asserts that an unexamined veneration for the "objective" academic voice is at least partly responsible for the strong tendency to exclusivity, while suggesting that the subjective voice of storytelling can…

The author contends that the title of this collection, "Music and the Racial Imagination," is provocative. It simultaneously does several things. It brings together "music" and "race," which have not previously been given equal emphasis in musicology, and then links these two things with imagination. The title also creates an imagined space where…

We are presently witnessing a renewed interest in the aesthetics of philosopher and educator John Dewey. And it would seem that this interest marks a significant intellectual reorientation and not simply a passing fad. The publications Educational Theory, Studies in Philosophy and Education, The Journal of Aesthetic Education, The Journal of…

Teacher education, the process of becoming a teacher and aiding others to become teachers, is in part a journey of imaginative development. Students come to imagine teaching, and themselves as teachers, in new ways. This essay reports on an attempt to use ideas about imagination in teaching and learning as the central theme of the first semester…

Schema theories have proposed that comprehension results from the activation of generalized knowledge structures, called schemata, stored in memory. These schemata represent abstract conceptual models of reality that children construct in their minds on the basis of their experience in the world. Unfortunately the comprehension of literature…

This book contains comments by ten authors of children's literature concerning the influences they feel account for the particular qualities that define their books and about creative writing and children's literature in general. In the first article, P. L. Travers stresses the importance of fairy tales, myths, and legends in shaping her work,…

Discusses the various elements of the movie "E.T.": characteristics of the central character, animism, the world of a young child and the world of the adult and the conflict between the two, the blend of real and impossible characters and events, and the movie's appeal for children and adults. (CT)

Discusses Giambattista Vico's "The New Science," emphasizing the importance of his treatment of metaphor and its relation to rhetorical criticism. (SRT)

A distinguished writer looks again at a favorite childhood hero--Robin Hood, a work written by Henry Gilbert. (HOD)

Discusses the experiences of students as they try to turn pictures in their head into poetry. Describes how the poetry of popular music can provide stimulus for student poetry. (HTH)

This study is shaped by several concerns: the desire to address the future of comparative education, and the desire to argue that the future as well as the past may be understood better if viewed through a lens of hermeneutical imagination, with its power to enter into and bear witness to "exemplary" narratives of the past and present.…

Creative drama can be used productively in the classroom by allowing students to dream and to put these ideas down on paper. Guided imagery is a way of accomplishing this. Guided imagery is when the creative drama teacher guides students on a journey through the imagination. It can be used as a prereading and prewriting exercise. Listening and…

Recommends that librarians consider emotional and other use-oriented classification and guides to supplement existing fact oriented classification schemes. Lack of imaginative acccess systems thwarts the exercise of user imagination in the pursuit of personal goals. (RAA)

Argues that games with a simple communication structure and/or an abstract content have more virtues than games which introduce too many details into the roles and scenario. Four such "simple" games are described, one in detail, and four references are listed. (LLS)

Several exercises are presented that are intended to challenge and "limber up" the translator's manipulation of words, meanings, and connotations. The exercises point up the complexity of the translating task and encourage the translator to make the most of this fact. The focus is on French and English. (MSE)