Considers how both the device and John Masefield's book called "The Box of Delights" construct a vision of childly imagination by playing with genre and through the use of myth and magic. Considers how magic is a plot maneuver, but is more profoundly a metaphor for the child making sense of the world. (SG)

Argues that learning should begin with a student's imagination rather than starting with what he or she already knows. Does not suggest abandoning a student's prior knowledge, however. (PKP)

Reasoning and imagining are seen as very different acts of mind. Imagination connotes the counterfactual and the unruly; reasoning connotes a realistic and rule-bound activity. Good reasoning depends crucially on the vigorous exercise of imagination. Good informal reasoning is as difficult, and as dependent on imagination, as mathematical…

Offers advice to younger writers. Defines poetry as a loving power, visiting writers along its way. Rejects idea that a poet is a creative writer, and states that poets need no imagination. Proposes a writer should disregard mind in favor of mindfulness. (PM)

Discusses the role of imagination in Chinese culture and literature. Notes that Chinese children's literature has begun to deviate from themes of obedience and conformity, instead emphasizing themes of imagination and initiative. Lists several traditional Chinese stories translated into English. (MM)

Pursuing a paradoxical educational strategy, embracing global and local forces at the same time (globalization) is indeed a tremendous task before any education system. This task can not be taken lightly by policymakers except by inviting failure and disappointment resulting from the mismatch between the education and the requirements of time,…

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

A famous author, scholar, and folklorist recounts his experience with stories and storytellers. Encourages educators to cultivate for children the world of imagination, thought, and intuition. (AEA)

Presents anecdotes that support the argument that detailed illustrations in children's books foster, rather than stifle, children's imaginations; discusses several of the author's book illustrations to show how details were used to open up the reader to the artist's personal world. (GT)

The apparent aestheticism of Northrop Frye's view of literature is scrutinized and the moral and didactic underpinnings brought to light. Special attention is paid to the role of literature and the imagination in the development of human morality. (RJG)

Discusses how television has usurped its viewers' imaginative abilities by means of the very literal images it presents. (HTH)

Analyzes how people create or discover meaning through language and how imaginative literature helps them to do this. (DD)

Children's responses to illustrations and poetry are often determined by the ability of the poet and artist to grasp one another's creative intent. (HOD)

Deals with the changes in imagination that take place from childhood to adulthood. (CB)

Discusses philosophical and pedagogical commonalities in the fields of composition and women's studies by examining the work of Ann E. Berthoff and Susanne K. Langer. (RS)