Describes a learning strategy which emphasizes the importance of fantasies as meaningful experiences in promoting intuitive and subjective thought. A sample fantasy essay is provided. (BC)

Development of intelligence and the imagination and provision of opportunities for purposeful investment of human talent through a liberal arts education may be the key to dealing with young people's boredom, which is an internal problem rather than an environmental one. (Author/MJL)

Advocates encouraging children to write about what they know best--the rich fantasy worlds they create in play. (Author)

Explores how the imagination might contribute to a sense of knowing in the reading process. Discusses the significance of the imagination when creating meaning from text. Asks about the nature and function of the imagination and seeks answers through the metaphor of "la tristesse" as describes by Francoise Sagan's novel "Bonjour Tristesse" and its…

Brains are biological, but minds are cultural achievements. What really counts in schools is teaching children the excitement of exploring ideas, helping youngsters formulate their own problems and resolution strategies, developing multiple literacy forms, imparting the importance of wonder, creating a sense of community, and recognizing each…

This paper argues that emphasis on conventional critical thinking ("logicism") skills neglects nonlogical, imaginative ways of knowing and suggests that imagination is a necessary condition for good thinking. Education in thinking skills should encourage both imaginative thinking and logical analysis. (DB)

Notes that fantasy and fairy tales are frequent targets of censorship attempts. Provides a defense against such attacks, by offering an answer (perhaps a challenge) to each of the major objections to fantasy stories. (SR)

Notes almost no books encourage boys in their love of intellect and imagination. Discusses stories that give ambivalent encouragement to boys for such activities. Notes that boys in books written by women seem more comfortable with their enjoyment of books and writing. Encourages writers and publishers to experiment with more positive portrayals…

Despite aversive criticism, creativity research has produced sound though diverse theories; deliberate application in education, business, and everyday life; and the integration of creativity in the school curriculum and methodology. Due to the development of two new measures of verbal originality, contained in "Thinking Creatively with Sounds and…

Describes the rationale for implementing and continuing artists/writers-in-the-schools programs. Emphasizes the lifelong value of creative expression and imagination. (RL)

Presents a series of exercises that can be used with any age level to stimulate visioning skills (e.g., dreaming, creating, intuiting, and imaging). The exercises focus on building imagination skills, guided imaging, envisioning the future that students would prefer, and creating a futures wheel. (DMM)

Teaching with imagery can help students focus on lessons, retain information, improve psychomotor skills, and accept themselves and others. (Author)

The author suggests some approaches for facilitating the imagination and imagery activity essential to creative production in the visual and performing arts. Literature is reviewed on creative imagination imagery, the function of imagery, perception imagery and art, abilities and the visual performing arts, and facilitating the use of imagery.…

Uses materials from the ERIC system to suggest ideas for a more imaginative use of language in the classroom and provides examples of how to accomplish this. (DD)

Investigated to what extent imaginary companions are created in the diaries of adolescents. Content analysis of questionnaire responses by participants, ages 12 to 17 years (N=241), indicate that the imaginary companion was similar to the writer in many aspects. Results show that the imaginary companion was not the result of an egocentric…