Imagination in Human and Cultural Development

Zittoun, Tania; Gillespie, Alex

doi:10.4324/9780203073360

Cited by 123 publications

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“…It is an everyday resource that consists of the personal appropriation and re-signification of cultural materials. Through creativity, the subject defines his identity and finds an active modality of expressing his unique and original perspective on life (Zittoun and Gillespie 2016). In fact, everyday creativity involves a constructive modality of relationship with the external world in which agency plays a key role.…”

Section: From the Cradle To Society And The Way Backmentioning

confidence: 99%

“…Representations are born in the relationships with others and evolve through reciprocal interaction. In this, they allow for a process of socialization of imaginary contents that represents the foundation of group life Valsiner 1993, 2003;Patalano 2007;Zittoun and Gillespie 2016). Moreover, they always require an effort in terms of imaginative thought to be developed.…”

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confidence: 99%

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From the Cradle to Society: “As-If” Thinking as a Matrix of Creativity

Patalano

2018

Hu Arenas

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In this paper, as-if thinking is addressed as a constitutive component of creativity at the individual and social level. We explore its functions across the life span and envision a fundamental continuity between its use in pretend play during childhood and its involvement in the process of social change. Psychoanalytic theory and its integration with developmental and cultural psychology constitute the background of our contribution and are used to define its starting hypothesis. On the basis of this literature, we also introduce a concept of everyday, ordinary creativity. Two main results are suggested. As-if thinking, that we learn to use in infancy when our capacity to symbolize starts to develop, can add a significant contribution to the process of social evolution. Many children develop creative capacities spontaneously. After childhood, however, the future of creativity is not predetermined and can follow different trajectories, depending on the level of investment in it.

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Section: From the Cradle To Society And The Way Backmentioning

confidence: 99%

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confidence: 99%

From the Cradle to Society: “As-If” Thinking as a Matrix of Creativity

Patalano

2018

Hu Arenas

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“…Imagination is increasingly identified as an important aspect of learning (Nemirovsky, Rasmussen, Sweeney & Wawro, 2012;Pelaprat & Cole, 2011;Zittoun & Gillespie, 2016;Fleer, 2015). For example, interest in imagination is evident in recent research on learning as knowledge creation (Damsa & Jornet, this issue), and on playful and creative learning (Connery, John-Steiner, & Marjanovich-Shane, 2010;Wegerif, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…While educational interest in imagination has recently increased, prior research has not adequately accounted for how imagination is realized in and through classroom interactions, nor has it created a framework for its empirical investigation. Drawing on a theory of imagination situated in cultural psychology (Zittoun et al, 2013;Zittoun & Gillespie, 2016), we propose such a framework. We illustrate our framework with a telling case (Mitchell, 1984) …”

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confidence: 99%

“…In this paper, we build on and extend a theory of imagination situated in cultural psychology (Zittoun & Gillespie, 2016) to assemble a conceptual framework for researching how students make meaning of science through imagination. We also illustrate and enrich this framework by analyzing a telling case (Mitchell, 1984) of the dynamics of imagination in a Finnish primary science classroom community.…”

Section: Introductionmentioning

confidence: 99%

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Interactive dynamics of imagination in a science classroom

Hilppö¹,

Rajala

Zittoun

et al. 2017

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In this paper, we introduce a conceptual framework for researching the dynamics of imagination in science classroom interactions. While educational interest in imagination has recently increased, prior research has not adequately accounted for how imagination is realized in and through classroom interactions, nor has it created a framework for its empirical investigation. Drawing on a theory of imagination situated in cultural psychology (Zittoun et al., 2013;Zittoun & Gillespie, 2016), we propose such a framework. We illustrate our framework with a telling case (Mitchell, 1984) of imagination from a Finnish primary science classroom community. Our illustration focuses on the dynamics of imagination as it unfolds in classroom interactions and how qualitatively distinct loops of imagination are formed.In specific, we show how the students' meaning making expands in time and space and can become more refined and differentiated through loops of imagination and their dynamics. In all, our paper argues that imagination is a constitutive element of science learning. Our proposed conceptual framework provides potential avenues for further empirical research on the dynamics of imagination in science learning and teaching.

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Creativity and Wonder

Glăveanu

2017

Journal of Creative Behavior

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The experience of wonder is often said to be at the origin of acts of creativity, both historical and mundane, from big breakthroughs in science to the everyday discoveries of children at play. And yet, wonder and wondering have rarely been theorized until now, at least in the psychology of creativity. Understood as one of the main ways in which we engage with the possible, wonder presents us, upon closer inspection, with a paradox typical for creativity—experiencing what is present (the here and now) through the lenses of what is absent (the not‐yet‐here). Wondering is grounded in the possibility of adopting multiple perspectives on a certain reality; many of which are yet unknown to the creator while anticipated and actively looked for. In this paper, the creative process fuelled by the experience of wonder is described as a cyclical interplay between awareness, excitement, and exploration of the possible. Thus, one of the main consequences of reflecting on wonder and wondering is not only a renewed focus on process in creativity research but, most of all, a new emphasis on the less “visible” and yet essential aspects of creative action as it bridges the actual and the possible.

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Imagination in Human and Cultural Development

Cited by 123 publications

References 0 publications

From the Cradle to Society: “As-If” Thinking as a Matrix of Creativity

From the Cradle to Society: “As-If” Thinking as a Matrix of Creativity

Interactive dynamics of imagination in a science classroom

Creativity and Wonder

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