Imagination Matters

 Imagination Matters

(Snippets from my recent post at Getting Smart: “Two Key Points For Understanding Imagination”)

Here’s the odd thing…

I have never actually met anyone who believes that being imaginative is a useless quality or that the imagination is a useless feature of the human mind. In reality, we constantly seem to acknowledge its importance. We want it for our kids—we admire it in others. And yet we neglect it in schools.

puzzle #imaginED

I like psychologist Lev Vygotsky’s take on imagination. He said that imagination is a “higher psychological function connected to emotion and to all intellectual activity.” 

“…imagination is as necessary in geometry as it is in poetry. Everything that requires artistic transformation of reality, everything that is connected with interpretation and construction of something new, requires the indispensable participation of imagination”

&

“…imagination, as the basis of all creative activity, is an important component of absolutely all aspects of cultural life, enabling artistic, scientific, and technical creation alike”

(…)

1. The imagination plays a role in all learning—all people, all places.

2. There are particular cognitive tools we employ as imaginative beings to make sense of the world. These are tools educators can employ to make what they are teaching meaningful, memorable and inspiring.

The tools in the toolkit of the imaginative educator include such things as anomalies, narrative, agency, humanization, mystery, wonder, story-form, imagery, rhythm & pattern, humour, extremes and limits of reality and many more.

(Read the full article: “Two Key Points For Understanding Imagination”)

Please SHARE if you value imagination in ALL education.  LEAVE a comment–what do you to do engage your students’ imaginations?

imagination matters #imaginED

References

Vygotsky, L.S. (1998). The collected works of L.S. Vygotsky, vol. 5 (R. W. Rieber, Ed.) New York:  Plenum

Vygotsky, L.S. (2003). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97.

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