Argues that Albert Einstein and Pablo Picasso possessed similar artistic thought processes, maintaining that their influential discoveries (relativity theory and cubist painting), which launched 20th-century modernism, were amazingly similar in concept. (SR)

Provides a history of the Teachers and Writers Collaborative in the form of a personal anecdote. Discusses the future of the Collaborative, and the importance of imagination. (PA)

Recognizes that the recent terrorist attacks were a powerful reminder that the imagination can be a destructive as well as a constructive force. Addresses the unsettling question of what it means to educate the imagination in the wake of September 11th. (SG)

Do congregations that becomelearning congregations require a certain level of cognition?Members and leaders of learning congregations know themselves to be co-creators of the congregation's culture and shapers of its decisions and life, engaging in and reflecting on the shared practice of ministry. These congregations find that education occurs…

Martha Nussbaum and others claim that the study of literature can make a significant contribution to political education by nurturing empathic capacities. In Nussbaum's reading of the situation, the need to promote the creation of bonds of compassion-based solidarity between co-citizens provides material for an argument to restore the study of…

Some assume that the only way academics can engage the politics of the day is by coming out of their ivory tower and protesting in front of the White House. In conveying knowledge, the academy has a far more important and subversive way of dealing with political issues. Knowledge provides people with a way to perceive the world. Imaginative…

Lev Vygotsky (1986-1934) was an educational theorist and psychologist of extraordinarily wide knowledge whose major writings deal with the entire learning-teaching-development experience. Despite a wide-ranging interest in Vygotskian theory, the issue of imagination remains outside of the main line of general inquiries into his work. Thus, there…

This paper addresses Appadurai's challenge to expand the research imagination. It follows Boaventura de Sousa Santos in suggesting a need to separate analytically the trajectories of capitalism and modernity. For Santos, this involves the recognition that we cannot solve the problems of postmodernity with the tools of modernity. The paper…

The author believes that very young children are able to understand the abstract concept of peace. In her primary classroom she introduces the concept of peace to the children in a low energy environment with low lights, and soft music. When children feel at peace in their hearts, they relate peacefully to those around them. She begins with the…

The power of language gives children (and the rest of us) that "magic" talent of bringing to life that which is otherwise hidden from conscious awareness. From the viewpoint of one attempting to listen to children's languaging within experience so that the listening becomes a dialogic experience, the child storyteller seems to experience…

Examines six habits that rob busy administrators of precious time: wishing for improvement, complaining, criticizing, procrastinating, making ineffective decisions, and failing to set goals. Advises readers to end ego-destructive self-criticism, anticipate and monitor progress, and use untapped forces of imagination to create a successful…

Describes imagination as the cognitive faculty that mediates a person's relationship with God. Discusses imagination's integrative function and its realm of pure possibility which facilitates openness to God. States that only through imagination grounded in God's spirit can humankind hope to perceive, with increasing degrees of clarity, God's…

Defining moral imagining as the ability to universalize and to understand a situation from another person's perspective, the author discusses the conditions of learning to be imaginative, as well as the relations of moral imagining to sympathy, compassion, and concern. (Author/SJL)

A child's very basic attempts at symbolic transformation hold the essentials of our aesthetic realms of experience: intersubjectivity and imaginative integration. These two essentials are a key in understanding the role of art in establishing meaning in our experiences. (Author/SJL)

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)