Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universally first-class citizenship and devise practical methods for enacting this vision. Collaborative Imagination explores how literacy education can facilitate activism amid contemporary contexts in which citizenship is officially equal but, in practice, underserved populations often remain consigned to second-class status.
"Imagination in Inquiry investigates the nature, kinds, component elements, functions, scope, and uses of the imagination that are at work in inquiry. It develops a homeostatic model and discusses its applications in various branches of philosophy, from the philosophy of science and the philosophy of technology to ethics and aesthetics"--
This book offers a detailed examination of imagination in learning. Teachers working with the ideas of Imaginative Education in their classrooms provide examples that cover multiple curricular areas and span elementary through secondary school contexts.
Aimed at lay, student, and academic readers alike, this book concerns the imagination and, specifically, imagination in music. It opens with a discussion of the invalidity of the idea of the creative genius and the connected view that ideas originate just in the individual mind. An alternative view of the imaginative process is then presented, that ideas spring from a subconscious dialogue activated by engagement in the world around. Ideas are therefore never just of our own making. This view is supported by evidence from many studies and corresponds with descriptions by artists of their experience of imagining. The third subject is how imaginations can be shared when musicians work with other artists, and the way the constraints imposed by trying to share subconscious imagining result in clearly distinct forms of joint working. The final chapter covers the use of the musical imagination in making meanings from music. The evidence is that music does not communicate meanings directly, and so composers or performers cannot be looked to as authorities on its meaning. Instead, music is commonly heard as analogous to human experience, and listeners who perceive such analogies may then imagine their own meanings from the music.
Imagination and the Public Sphere is an interdisciplinary collection which explores the politics of identities and the equally challenging politics of social space, seeking the potential for authentic debate and dissent in a public sphere transformed by the mass media and consumer culture. Using both contemporary and historical examples, contributors to this volume address such intersecting, and at times competing, elements of lived experience and cultural practice as art and politics, celebrity culture and staged display, gender and religion, religion and science, religion and technology, and technology and teaching, aware of the dynamic interplays of expression and regulation and alert for the emergence of unanticipated ways of living and making meaningful connection. This collection asks, in an era that sees identities increasingly pre-packaged and lives thoroughly mediatized and multiply surveyed, what it means to have collectivity, collective life, and what it means to imagine new possibilities and perform them into being. It asks that we take part in addressing these questions together.
This book celebrates the work of Patricia Werhane, an iconic figure in business ethics. This festschrift is a collection of articles that build on Werhane’s contributions to business ethics in such areas as Employee Rights, the Legacy of Adam Smith, Moral Imagination, Women in Business, the development of the field of business ethics, and her contributions to such fields as Health Care, Education, Teaching, and Philosophy. All papers are new contributions to the management literature written by well-known business ethicists, such as Norman Bowie, Richard De George, Ronald Duska, Edwin Hartman, Michael Hoffman, Mollie Painter-Morland, Mark Schwartz, Andrew Wicks, and others. The volume is comprised of articles that reflect on Werhane’s work as well as build on it as a way to advance further research. At the end of the festschrift, Pat Werhane provides responses to each chapter. The first chapter of the book also includes the overview of Patricia Werhane’s work and her academic career. The book is written to appeal to management scholars and graduate students interested in the areas of Business Ethics, Modern Capitalism, and Human Rights. Patricia Werhane is one of the most distinguished figures in the field of business ethics. She was a founder of the field, she is one of its leading scholars, and she has had a profound impact on the world of business practice. Among her many accomplishments, Pat is known for her original work on moral imagination, she is an acclaimed authority on employee rights in the workplace, and she is one of the leading scholars on Adam Smith. Having been active in Academia for over 50 years, Werhane is a prolific author of over a hundred articles and book chapters, and the author or editor of twenty-seven books, including Adam Smith and his Legacy for Modern Capitalism, Moral Imagination and Management Decision-Making, and co-authored books Organization Ethics in Health Care, Alleviating Poverty Through Profitable Partnerships, Obstacles to Ethical Decision-Making, Corporate Responsibility: The American Experience, and Research Approaches to Business Ethics and Corporate Responsibility.
Students’ imaginations are often considered as something that might be engaged after the hard work of learning has been done. Countering such beliefs, Egan and Judson show that the imagination—one of the great workhorses of learning—can be used to make all learning and all teaching more effective. Through techniques that any teacher can learn and easily apply in any classroom, they demonstrate how and why imagination can be used across the curriculum and grade levels to make teaching and learning more interesting, engaging, and pleasurable for all. Teachers who use these techniques will discover the emotions, images, stories, metaphors, sense of wonder, heroic narratives, and other cognitive tools that can bring life and energy to their classroom. This practical handbook will help teachers learn how to use these enlivening techniques in their daily practice to stimulate students’ intellectual activity and growth. Book Features: A comprehensive description of imagination’s role in thinking and learning. Field-tested teaching strategies for the K–12 classroom. Cross-curricular examples showing IE making a real difference for teachers and students. A “cognitive toolkit” to spur active learning and meaningful interaction. “What fun! Readers will get a host of practical ideas to make lessons come alive through the exercise of imagination, the use of metaphors, and the telling of stories. Read and enjoy.” —Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University
This book offers a rich collection of international research narratives that reveal the qualities and value of peer play. It presents new understandings of peer play and relationships in chapters drawn from richly varied contexts that involve sibling play, collaborative peer play, and joint play with adults. The book explores social strategies such as cooperation, negotiation, playing with rules, expressing empathy, and sharing imaginary emotional peer play experiences. Its reconceptualization of peer play and relationships promotes new thinking on children's development in contemporary worlds. It shows how new knowledge generated about young children's play with peers illuminates how they learn and develop within and across communities, families, and educational settings in diverse cultural contexts. The book addresses issues that are relevant for parents, early years' professionals and academics, including the role of play in learning at school, the role of adults in self-initiated play, and the long-term impact of early friendships. The book makes clear how recent cultural differences involve digital, engineering and imaginary peer play. The book follows a clear line of argument highlighting the importance of play-based learning and stress the importance of further knowledge of children's interaction in their context. This book aims to highlight the narration of peer play, mostly leaning on a sociocultural theoretical perspective, where many chapters have a cultural-historical theoretical frame and highlight children's social situation of development. Polly Björk-Willén, Linköping University, Sweden
The Oxford Handbook of the Development of Imagination provides a comprehensive overview of research on the role of imagination in cognitive and social development and its link with children's understanding of the real world.
This in-depth introduction to theatre arts concentrates on all major aspects of theatre, including acting, directing, playwriting and design. An entertaining writing style by authors who are actively involved in theatre and current examples and testimonials by a variety of well-known artists capture students' imaginations and help bring theatre into their frame of reference.
Enhancing Digital Literacy and Creativity is an exploration of how young children gain digital literacies in ‘makerspaces.’ The international authors investigate how hands-on experimentation with a variety of materials - from traditional arts and crafts to contemporary digital tools like 3D printers and laser cutters - can aid children in their development of play, creativity and storytelling. From museums to libraries, nursery schools to community centres, this research shows how ‘making’ supports the development of creative skills and introduces concepts to be explored in a variety of environments and contexts. Drawing on examples from around the globe, described by a range of international academics, Enhancing Digital Literacy and Creativity includes chapters on: Virtual reality Museum and library makerspaces Intergenerational making in families Making in schools and nursery settings Assessing learning in makerspaces Links to previous theories Social imagination This book will be a valuable resource for students and researchers in the fields of education and digital literacies; early childhood teacher educators and practitioners; librarians; museum educators; and makerspace staff.
This work by Karl-Julius Reubke embodies labours of experience and reflection spanning almost 20 years. It is rich with many kinds of detail but above all Reubke’s work accomplishes something the late German philosopher Hans-Georg Gadamer called a Horizontverschmelzung, a merging of horizons in service of an act of understanding. Reubke, a German himself, a former chemist, a follower of Rudolph Steiner, a self-taught Sanskrit scholar and translator of ancient texts, sympathetically merges those horizons with an equally complex set of horizons arising from India: the post-colonial search for a coherent tradition in one of the oldest civilizations, the emergence of early modern spiritual and nationalist thinking, the complex challenges posed by Gandhi’s ethico-spiritual vision, and then finally, from the contemporary India driven and riven by the forces of globalization, the horizon of a civil/social movement inspired by Gandhi and Vinobha, namely Ekta Parishad. Reubke describes this movement, inspired and led by PV Rajagopal from the inside with a personal touch and a uncannily reflective eye. All of this is an accomplishment of some note and worthy of our attention especially as we now turn to confront how we as people of the planet will face the ecological disaster our way of living has created. This too is a task of “comprehension” which Hannah Arendt described as the work of “the unpremeditated facing up to, and resisting of, reality—whatever it may be.” - Paul Schwartzentruber, Independent Scholar and Activist, Halifax, Canada If you wish to know what Satyagraha is all about, read this candid, reflective account of the struggle for freedom and justice Gandhi and his contemporaries waged during the twentieth century and P V Rajagopal and Ekta Parishad have been engaged in during the 21st. Extremely timely and morally challenging. - Manoranjan Mohanty, Former Professor of Political Science, University of Delhi, New Delhi, India This book is invaluable in challenging us to develop nonviolent mass movements addressing the needs of those who are oppressed and suffering the most, the impoverished, the exploited, those thrown off their lands, adivasis, women, and why such movements are necessary for greater peace and justice. - Douglas Allen, Professor of Philosophy, The University of Maine, USA This brilliant book, the first major scholarly study of Ekta Parishad, demonstrates how rights-based mass mobilisations in contemporary India adapt Gandhian ideas in their struggle for justice and in negotiating state politics and policies, with grit and compassion. - Arnab Roy Chowdhury, Assistant Professor, Higher School of Economics (HSE), Moscow, Russian Federation This impressive volume addresses the topic, which is possibly the most important of our time: global solidarity. And it does so from the perspective of the global South, drawing especially on Gandhi and Ekta Parishad. The result is a very unique combination of scholarship and vision for the future that is a must-read for all students of India and Indian thought but also for those looking for inspiration in the times of global crisis and the return of nationalisms and fascisms. - Boike Rehbein, Professor, Humbolt University, Berlin, Germany In a world in deep need of global solidarity as we enter an era challenged with the Covid-19 pandemic, global economic devastation, the continuing epidemic of racism, and with an existential climate crisis, Ekta Parishad shines a bright new light for humanity and our human challenges. This book and this organization confront these challenges boldly and head-on. Jai Jagat!! - David Blake Willis, Professor, Fielding Graduate University, USA