This essay employs the images and voices of children to describe how their learning about the world is supported as they engage in experiences that invoke creativity and imagination. The author states his belief that this "imagining," this giving body and substance to the nature of "imagination" is one of the foundations of knowing, a means of…

In this essay, Simon Marginson focuses on self-determining academic freedom in universities, and especially the conditions and drivers of the radical-creative imagination that is manifest in sudden intellectual breaks in knowledge. Marginson's objective is to establish foundations in political philosophy for a sociological study of the effects of…

Compares the passive experience of going to Disneyworld, which stultifies the imagination, sanitizes reality, and packages fantasy, with the more stimulating experience of reading the sections in Thomas Wolfe's "Look Homeward, Angel" that describes Altamont (i.e., Asheville, North Carolina) and serve to link imagination and life. (CAM)

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)

This article examines the state of knowledge on the creative process, especially mathematical-scientific, verbal, musical, and artistic imagery. A creative imagination imagery model is proposed which has three major dimensions: the environment, the individual (with both content and process components considered in terms of the Structure of…

This paper views creativity as the combination of the conditions of interaction and transformation-imagination-fantasy. These conditions operate together, simultaneously, in order to define the complex process of creativity. (DB)

Describes the vision that prompted the author to place the characters of her prize-winning novel in a small West Virginia town--a place where love has no conditions on it. Thanks readers for sharing her vision. (ARH)

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)

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…

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.…

College education is essentially concerned with argumentation about interpretations. It depends on and trains for the capacity to assume different points of view simultaneously in order to interpret and predict, and it should celebrate playful acts of imagination. (MSE)

A noted writer of fiction explores the role of imagination in the intellectual development of children and the need for imagination in various facets of daily lives and suggests ways of stimulating its use by children. (RBW)

Seeing archetypally is educationally significant. A curriculum that uses dream speech provides a new dispensation for learning about the self and culture. Teachers skilled in following images could connect students first to their prime dream images and then to cultural expressions of these images. (CJ)

The paper questions the relationship among reason, imagination, and empathy, and argues that empathy fosters critical and creative thinking and that its enhancement should be adopted as an important educational goal. The paper proposes that critical and creative thinking are much more integrated processes than often supposed. (JDD)