Retells the history of United States rhetorical studies as a negotiation over the meaning of the concepts of invention and imagination. Provides a genealogical outline of the transformation of the imagination in rhetorical theory. Concludes by urging a consideration of the "imaginary," a psychoanalytic understanding of the collective unconscious,…

Narrates the experiences that the author encountered growing up in his native South Africa. Maintains the omnipresence of poetry and the need to educate the imagination to see and hear poetry everywhere. Considers ways of salvaging the imagination. (HB)

Central to development of authenticity in teaching is self-understanding and self-awareness. Using a Jungian perspective, the author suggests that the imaginative dimensions of the self play a critical role in our journey and experience as teachers, and in developing self-awareness and authenticity in our teaching.

Encouraging children to create imaginary worlds through writing provides them with ways of coping with the world in which they live, gives them the satisfaction of creating order and experiencing success, and prompts their natural inclinations to plan for a better future. In addition, such planning for utopias can both improve the quality of…

Describes the stories told by two three-year-olds and suggests that the storytelling process is a healthy expression of children's imaginations. (DD)

Introduce students to this tall-tale character, plus other fantasy folk and forms. (Editor)

Thematic fantasies of highly creative adolescents were rated by clinical psychologists as exhibiting greater primary-process thinking than the thematic reports of matched controls; they also included a greater proportion of unlikely combinations, fluid transformations, visual representations, magic occurrences, and contradictions. (Author)

Examines the possibly factual origins of several elements of fantasy literature, including giants, dwarfs and goblins, fairies, talking animals, and the ability to transform beings into other shapes. (HTH)

This paper makes two principal assertions: first, that Coleridge's "Biographia Literaria" is a valuable and hitherto neglected resource for aesthetic educators and, second, that the distinction Coleridge makes between fancy and imagination affords the aesthetic educator a unique insight into the differences between the popular and fine…

Argues that good film and television fantasy is not a retreat from reality but a means of expanding the imagination. (FL)

Damp Valley U granted Jeff tenure after six years. Then, four years later, he found himself sweating through a post-tenure interrogation. The damning charges: uttering the word "foreman," involvement with a men's group, failure to note that 50 percent of cowgirls were black. Thomas Reeves enumerates the punishment meted out to his white male…

Notes that many reports on children's books employ the word "imaginative" or "imagination," but few relate it to fantasy, suggesting that it was not the genre that determined this label, but rather the talent, insight, and craft with which the author shaped the material. (HOD)

Uses summaries and excerpts from ERIC documents to define fantasy, examine its attraction for children, and describe how fantasy may be selected and used in the elementary school classroom. (DD)

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)

This supplementary insert discusses the differences between exceptionally gifted children and their more moderately gifted peers. Case studies are provided to illustrate the characteristics of exceptionally gifted children, including their tendencies toward fantasy and their ability to develop alternate realities. (CR)