What Imagination Can Teach Us About Higher Mental Functions

Tateo, Luca

doi:10.1007/978-3-319-21094-0_9

Cited by 28 publications

(16 citation statements)

References 21 publications

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“…Plato, for example, understood the imagination as belonging to the soul, being passive and receptive in relation to the phenomena of the environment, approaching it as characteristics of the sense organs. Aristotle's understanding, on the other hand, follows the opposite direction when considering it active power and integrated to the psychic dynamics, which moves the affections, reason and human will (Massimi, 2011;Tateo, 2016), a view that is similar to the one we will present and which are based on studies by Vigotski (2009).…”

Section: Introductionmentioning

confidence: 93%

Contributions of Imagination to the Process of Development and Education: An Analysis Based on Historical-Cultural Psychology

2022

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This theoretical article aims to present a research group’s understanding about the concept of imagination from the perspective of Historical-Cultural Psychology, focusing, above all, on the ideas developed by Vigotski and some of his interlocutors. Based on this perspective, imagination is understood as a higher psychological function responsible for creating horizons, freeing the subject from his concrete reality. By enabling, intertwined with thought, the subject reaches abstract ways of thinking, the imagination assumes great relevance in the teaching/learning process, being fundamental, therefore, to the actions developed at school. It is also intended, in this article, to reflect about the concept of freedom in relation to the imagination, aiming to highlight the importance of imaginative processes for the subject’s development. Furthermore, an analysis is carried out in relation to the concept of freedom, as proposed by Historical-Cultural Psychology and its relationship with imagination. The article ends by highlighting the need for advances in the understanding of imagination and its importance in promoting the adolescents’ development and in appropriating school knowledge.

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Section: Introductionmentioning

confidence: 93%

Contributions of Imagination to the Process of Development and Education: An Analysis Based on Historical-Cultural Psychology

2022

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“…Fundamental nesse processo de desenvolvimento é a imaginação que, segundo Tateo (2016), é uma das mais importantes funções psicológicas superiores, por possibilitar ao homem "criar conceitos abstratos e tratá-los como coisas reais e de criar coisas reais e tratá-las como conceitos abstratos" (pp. 149-150).…”

Section: A Escola Como Fomentadora Da Superação Da Desigualdade: O Paunclassified

A Pesquisa-Intervenção Como Forma De Inserção Social Em Contextos De Desigualdade: Arte E Imaginação Na Escola

Souza¹

2020

Psi. rev.

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O presente artigo, de natureza teórico-reflexiva, tem como proposta refletir sobre a inserção social da pós-graduação em psicologia em contextos de desigualdade. Seu objetivo é partilhar conhecimento e refletir sobre os contextos de desigualdade em que vivem muitos brasileiros, sobretudo aqueles das periferias de grandes cidades, e seu impacto no desenvolvimento dos sujeitos. Defende-se a educação escolarizada como promotora do desenvolvimento das funções psicológicas superiores e, logo, da imaginação e do desenvolvimento humano, como possibilidade de superação das condições materiais de vida de adolescentes em situação precária de vida. O texto se encerra com a apresentação de uma experiência desenvolvida com adolescentes pela via da arte, que mobilizou a expressão dos afetos e a reflexão, investiu-se nas significações construídas nos espaços intersubjetivos, em que concorrem os processos imaginativos e afetivos, favorecendo a potência de ação e a produção de novos horizontes. Palavras-chave: pesquisa-intervenção; desigualdade; educação escolar; desenvolvimento humano; arte

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“…In this perspective, imagination can be understood as a fundamental psychological higher function (Tateo 2015(Tateo , 2017) that creates semiotic material to mediate and regulate the construction of new meanings in the future. Moreover, regarding the regulation of behavior, Tateo (2015) claims that human action is based on an imaginative reconstruction of the past in view of an imagined future.…”

Section: Imagination and The New Learning Horizonmentioning

confidence: 99%

Memory, Imagination, and Meaning-Making in Learning Scientific Concepts: a Case Study About the Concept of Substance in Chemistry

Silva

João²

2020

Hu Arenas

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To understand the relation between memory, imagination, and learning, I consider that it is necessary to adopt alternative models for these cognitive processes. For instance, in learning, instead of the traditional view that knowledge is transferred from the teacher to the students, I adopt the sociocultural constructivist model, in which learning is a meaning-making process with a social nature mediated by signs. In regard to imagination, I consider it as a higher mental function that creates possible scenarios in the Zone of Proximal Development for the future. At last, for memory, I highlight the theory of remembering, in which memory is understood as a meaning-making reconstruction process. This reconstruction is characterized by a few features, such as transformations, transferences, elaborations, and importations. In this chapter, I present a few illustrations of the relation between memory, imagination, and meaning-making (focusing on remembering) from a case in which two students try to answer questions about chemical substances by recalling information from prior sources and knowledge. The analysis showed that the building of meanings occurs from modifications in memory through the emergence of remembering features (transformation, importation, transference, and elaboration) and new meanings appear on the Zone of Proximal Development projected by imagination. Thus, it is possible to understand how students build new meanings about scientific concepts by analyzing how they remember prior knowledge and prospect for new meanings through imagination.

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What Imagination Can Teach Us About Higher Mental Functions

Cited by 28 publications

References 21 publications

Contributions of Imagination to the Process of Development and Education: An Analysis Based on Historical-Cultural Psychology

Contributions of Imagination to the Process of Development and Education: An Analysis Based on Historical-Cultural Psychology

A Pesquisa-Intervenção Como Forma De Inserção Social Em Contextos De Desigualdade: Arte E Imaginação Na Escola

Memory, Imagination, and Meaning-Making in Learning Scientific Concepts: a Case Study About the Concept of Substance in Chemistry

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