Using William Blake's work, discusses the element of the ideal in the development of contemporary adolescents. Discusses a model of constructive change in which explicit future outcomes are used as a starting point to construct new skills needed for change. Describes a monitoring system to measure progress. (RC)

An analysis is proposed which reduces the concept of imagination to certain logically distinct forms and modes of imagining. This analysis is related to contemporary definitions of the educated person. Implications for moral education are presented together with an examination of philosophies which oppose development of children's imagination.…

Discusses the conflict between the religious and scientific imaginations as existing between the intellectual realms of unquestioning faith and constant questioning. Relates this conflict to writers of the seventeenth and eighteenth centuries, e.g., Bacon, Kepler, Wilkins, Godwin, Harrington, Campanella, Cyrano, Le Bret, Defoe, Swift, Voltiare,…

Described are ways in which a classroom teacher may recognize creativity's primary processes in the behavior of children. Suggestions are made for developing creative learning activities in the classroom. (CS)

The social, imaginative, and self-regulatory behavior of 141 children in Head Start centers was observed before and during one of the following four experimental treatments: (a) neutral films, (b) prosocial TV only, (c) prosocial TV plus related play materials, and (d) prosocial TV plus related materials plus teacher training for rehearsal using…

A study involving three children with impaired hearing, three typical children, and three showing intellectual advancement, found children scoring above 130 IQ at age four demonstrated significantly advanced pretend play as toddlers. Mothers of the high IQ children engaged in scaffolding behaviors involving higher stages of pretend transformation,…

This study compared perceptions of relationships with parents, best friends, siblings, and imaginary companions among 4-year-olds with invisible friends, object companions, or no imaginary companion. Findings indicated that parents afforded instrumental help, and siblings were associated with conflict. Real and imaginary friendship provisions were…

Describes a panel discussion on the acceptability of fiction in academic discourse. Gives advice to scholars wondering whether fiction should be considered as knowledge: stop taking yourself so seriously; embrace "scholartistry", the application of the artistry of imaginative powers to scientific inquiry; know that truth changes; explore…

Suggests it is the responsibility of librarians and teachers to develop the imagination of children by exposing them to literature. Excerpts are used to illustrate literature as the basis of moral consciousness, personal enrichment, and culture. (Author/AEF)

This paper critiques and explores some of the fundamental issues that Elliot Eisner has raised in recent speeches and in an essay in this journal on art, curriculum, and educational research. The paper also examines the related essays on these topics in this journal. (JB)

Three possibilities for the pathogenesis of childhood autism are considered. Little evidence exists for autism as a basic affective disorder, as proposed by R. P. Hobson, but growing evidence supports childhood autism as a basic cognitive disorder, as the author argues. The author's original theoretical perspectives are revised. (SLD)

Examines the prospect of facilitating the discovery process for scientific researchers through anticipatory learning that is viewed as critical to the enhancement of intuitive abilities in pattern recognition among researchers. Discusses intuition, metaphorical thinking, and aesthetics as playing significant roles in the development of pattern…

Science fiction is a good teaching tool for elementary students because it stimulates the imagination and prepares children for the idea that the world will be different when they grow up. The article presents a science fiction unit, recommending books and activities about aliens, the future, and time travel. (SM)

Argues for an understanding of play as a flux between the imagination and attempts to test consequences of "what if" questions. Discusses leading educational theorists' views of the role of play. Suggests that school authority which reduces creative play closes off children's means of finding answers to some vocational questions. (SG)

Play, long seen as an outlet for unused physical and emotional energy, and as a way of learning adult roles, is also recognized for its role in language development in children. Through play, children gain the skill to use symbols and representation for things and events in the environment, providing the basis of their further use of language.…