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1. Rekindling the Sociological Imagination as a Pedagogical "Package" in Management Education (EJ824723)
Author(s):
Duarte, Fernanda
Source:
Journal of Management Education, v33 n1 p59-76 2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Administrator Education; Imagination; Sociology; Industrial Psychology; Reflection; Critical Thinking; Critical Theory; History; Biographies; Organizational Climate; Teaching Methods; Time Perspective; Perspective Taking
Abstract: Based on the reflections and insights of a sociologist teaching in a school of management, this article invites management educators to rekindle the "sociological imagination," which, albeit more than five decades old, is a concept that has not lost its relevance to make sense of organizational phenomena. It is my contention that C. Wright Mills's sociological imagination is a valuable pedagogical "package" in management education as it encourages contextualization of organizational phenomena and fosters "reflection," "critical thinking," and "reflexivity" skills. These skills are a suitable complement to the more normative pedagogical approaches that emphasize the technical and instrumental aspects of management. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Imagination and the Adolescent Lifeworld: Possibilities and Responsibilities in the National Secondary Review (EJ808606)
Trotman, Dave
Thinking Skills and Creativity, v3 n2 p125-133 Aug 2008
2008-08-00
Journal Articles; Reports - Research
Descriptors: Imagination; Curriculum Design; Foreign Countries; Students; Adolescents; Learning Experience; Secondary Schools; Grade 9; Grade 10; Entrepreneurship; Educational Policy; Art; History Instruction
Abstract: The national secondary review promises new possibilities for innovation in curriculum design and the learner experience in Key Stage Three. With its emphasis on flexible curriculum frameworks and active pupil learning, this may create new avenues for the promotion of a frequently neglected area of the secondary pupil experience--the creative imagination. In the context of these developments, this paper reports the findings of a 12-month study conducted in six secondary schools in the West Midlands as part of a broader inquiry into pupil perceptions of imagination. Using descriptive phenomenological methodology, group discussions were conducted with Year 10 and 11 pupils in a range of secondary school settings. The findings reveal an elaborate and sophisticated account of imagination amongst pupils that does not readily align with the version of entrepreneurial creativity emerging in education policy in England. From the pupil perspective, opportunities for imaginative experience in the official curriculum were facilitated by, and restricted to, the subjects of History and those within the domain of the creative arts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. (Re)Imagining the Global, Rethinking Gender in Education (EJ810219)
Burns, Kellie
Discourse: Studies in the Cultural Politics of Education, v29 n3 p343-357 Sep 2008
2008-09-00
Journal Articles; Reports - Evaluative
Descriptors: Imagination; Citizenship; Womens Studies; Global Approach; Gender Issues; Phenomenology; Social Change; Government Role; Cognitive Mapping; Social Control; Young Adults; Political Attitudes
Abstract: This paper develops new lines of analysis for understanding the relationships between globalisation, the imagination and emergent models of the "girl-citizen". It begins by outlining a new critical framework for studying globalisation that takes as its object of study not what globalisation "is", but what globalisation "does". Making use of Foucault's analytics of governmentality, it argues that globalisation can be usefully understood as a complex and contradictory set of movements that establish new modes of regulation over the conduct of individual citizens. It further argues that within the current global "milieu", the "imagination" operates as part of a broader neo-liberal project of government that situates the global citizen in the role of entrepreneur of the self. For girls and young women the imagination becomes a tool for constructing and governing their gendered selves alongside idealised models of global citizenship and cosmopolitan identity. Finally, it is proposed that examining the role and effects of the imagination in "making" and "managing" global citizenship-subjects is vital to understanding the emergent models of girl-citizenship both within and outside schooling contexts. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Qualitative Characteristics of Memories for Real, Imagined, and Media-Based Events (EJ825581)
Gordon, Ruthanna; Gerrig, Richard J.; Franklin, Nancy
Discourse Processes: A Multidisciplinary Journal, v46 n1 p70-91 Jan 2009
2009-01-00
Descriptors: Memory; Films; Television; Prose; Printed Materials; Imagination; Cues; Questionnaires; College Students; Statistical Analysis
Abstract: People's memories must be able to represent experiences with multiple types of origins--including the real world and our own imaginations, but also printed texts (prose-based media), movies, and television (screen-based media). This study was intended to identify cues that distinguish prose- and screen-based media memories from each other, as well as from reality- and imagination-based memories. Using a modified Memory Characteristics Questionnaire, the study asked people to rate memories of these 4 types on sensory, cognitive, and contextual elements. Overall, prose-based media have a greater resemblance to imagination, whereas screen-based media have a greater resemblance to reality. Media as an overarching category are not distinguished by any particular pattern of characteristics, except for relatively low frequency of consideration after the event. However, the cue patterns that mark particular media, as well as content cues, may help to explain the ease with which people generally identify memories for media-based events. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. How to Develop Creative Imagination? Assumptions, Aims and Effectiveness of Role Play Training in Creativity (RPTC) (EJ808605)
Karwowski, Maciej; Soszynski, Marcin
Thinking Skills and Creativity, v3 n2 p163-171 Aug 2008
Descriptors: Undergraduate Study; Undergraduate Students; Test Results; Creativity Tests; Creative Thinking; Teaching Methods; Imagination; Role Playing; Higher Education; Pretests Posttests
Abstract: There are hundreds of ways to develop creativity among children, youths and adults. Developing new ideas and ways of teaching creativity should also incorporate youth's interests and hobbies. The article presents the main information about the new way of developing creative abilities, especially creative imagination, the Role Play Training in Creativity (RPTC). The conception of such training was inspired by RPG games. Forty-seven undergraduate education students (mainly women) voluntarily participated in the presented research. The training was conducted in two forms--1-day meeting (8 h) or four meetings 2 h each (totaling also 8 h). The effectiveness of training was evaluated with the use of two creativity tests--Urban & Jellen Test of Creative Thinking-Drawing Production (TCT-DP) and Kujawski Test of Creative Imagination (TCI). Comparison of post-test and pre-test results shows statistically significant increase of the results in TCT-DP and two of three TCI scales--fluency and originality. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Academic Creativity under New Public Management: Foundations for an Investigation (EJ807270)
Marginson, Simon
Educational Theory, v58 n3 p269-287 Aug 2008
Journal Articles; Opinion Papers
Descriptors: Imagination; Academic Freedom; Creative Thinking; College Environment; Intellectual Freedom; Educational Philosophy; Educational Policy; College Administration; Educational Principles; Higher Education
Abstract: In this essay, Simon Marginson focuses on self-determining academic freedom in universities, and especially the conditions and drivers of the radical-creative imagination that is manifest in sudden intellectual breaks in knowledge. Marginson's objective is to establish foundations in political philosophy for a sociological study of the effects of the new public management (NPM) on academic self-determination and radical creativity. After discussing the radical-creative imagination, Marginson identifies the core elements of academic self-determination as agency freedom, freedom as power, and freedom as control. He then annotates each of the particular administrative and financial practices fostered by NPM in the light of these constituents of freedom, explores the implications for the radical-creative imagination, and identifies possible lines of empirical inquiry for further sociological study. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Imagination Goes to School (EJ782700)
Esbin, Howard B.
Education Canada, v48 n1 p24-26, 28 Win 2007-2008
2008-00-00
No
Descriptors: Imagination; Theory Practice Relationship; Cognitive Processes; Creativity; Literature; Social Influences
Abstract: Children enter school brimming with imagination. They're masters of make believe and visualization, honed through five years of play. For the next decade, this essential cognitive faculty is benignly neglected by the institution called school. By comparison, the faculty of reason is explicitly and assiduously cultivated, reflecting the West's historical bias against imagination. However, a number of early 20th Western thinkers were greatly influenced by the alternative views of many non-Western societies wherein the imaginary and the real are interwoven and iterative. This shift in awareness is now in full bud, supported by advances in science and technology as well as by the arts. In this article, the author discusses how the role of imagination has become increasingly evident in learning and education, and how imagination is seen as intrinsic to all endeavors, including the arts, science, medicine, technology, industry, entertainment, and sports. (Contains 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Understanding Imaginative Thinking during Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought (EJ808708)
Eckhoff, Angela; Urbach, Jennifer
Early Childhood Education Journal, v36 n2 p179-185 Oct 2008
2008-10-00
Descriptors: Imagination; Creativity; Thinking Skills; Young Children; Cognitive Processes; Educational Environment
Abstract: Understanding imagination as both a cognitive and affective endeavor is crucial in order for educators to promote creative and imaginative thinking in informal and formal learning environments. It is the primary aim of this paper to develop the theoretical discussion of Vygotsky's writings on young children's imaginative abilities launched by Gajdamaschko ("Teach Educ" 16(1):13-22, 2005) and Lindqvist ("Res J" 15(2&3):245-251, 2003). This paper illustrates Vygotsky's writings on the cognitive processes involved in children's imagination and creativity and concludes with a discussion focused on the components of an educational environment that can either support or stifle children's imaginative abilities. It is through this continuing discussion that, as researchers, we hope to extend and challenge current conceptions of the role of imaginative thinking in early education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Educational Poetics: An Aesthetic Approach to Action Research (EJ811236)
Gitlin, Andrew; Peck, Marcie
Educational Action Research, v16 n3 p309-319 Sep 2008
Descriptors: Imagination; Action Research; Aesthetics; Teacher Education; Creativity; Prediction; Higher Education; Educational Practices; Educational Experience
Abstract: In this article, Gitlin and Peck argue that much of the development of action research has been based on a reconstructed view of science (i.e., a science that is more contextual, less law-like, less causal, but still accurately represents reality and is teacher centered as opposed to researcher centered). In contrast to this reconstructed view of science, the authors suggest it is time to look at the limits and possibilities of basing action research on an aesthetic view of knowledge production. Gitlin and Peck do so by providing an outline of educational poetics that uses imagination and creativity to unearth and challenge limiting conceptions of commonsense as the action research participants enter into a freedom quest, to utilize imagination and creativity, our inherent human potential, to think beyond the categories and codes that tie us to the status quo. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Exploring "Magic Cottage": A Virtual Reality Environment for Stimulating Children's Imaginative Writing (EJ820376)
Patera, Marianne; Draper, Steve; Naef, Martin
Interactive Learning Environments, v16 n3 p245-263 Dec 2008
2008-12-00
Descriptors: National Curriculum; Imagination; Computer Simulation; Motivation; Educational Environment; Language Skills; Teaching Methods; Creative Writing; Primary Education; Interviews; Teacher Attitudes; Foreign Countries; Educational Technology; Childrens Writing
Abstract: This paper presents an exploratory study that created a virtual reality environment (VRE) to stimulate motivation and creativity in imaginative writing at primary school level. The main aim of the study was to investigate if an interactive, semi-immersive virtual reality world could increase motivation and stimulate pupils' imagination in the context of a writing task that is part of normal school practice and of the national curriculum. The study was defined in close collaboration with the head teachers and teachers of two Scottish primary schools so that implementation of the VRE fitted the needs of the curriculum. The impact of the VRE on the educational activity was evaluated through a formal assessment of the stories by an independent marker, quantitative and qualitative analysis of the stories, and observations and interviews with the teachers. This paper provides a description of the graphical environment and the technology used in the trials, and presents our method, results, and experiences. It is suggested that to interpret the observations, and make further progress in both research and practice, it may be important to identify and support three subskills of "imaginative writing" separately: creative imagination, recalling and structuring what to say, and language skills. (Contains 3 tables, 5 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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