Imagination allows individuals and groups to think beyond the here-and-now, to envisage alternatives, to create parallel worlds, and to mentally travel through time. Imagination is both extremely personal (for example, people imagine unique futures for themselves) and deeply social, as our imagination is fed with media and other shared representations. As a result, imagination occupies a central position within the life of mind and society. Expanding the boundaries of disciplinary approaches, the Handbook of Imagination and Culture expertly illustrates this core role of imagination in the development of children, adolescents, adults, and older persons today. Bringing together leading scholars in sociocultural psychology and neighboring disciplines from around the world, this edited volume guides readers towards a much deeper understanding of the conditions of imagining, its resources, its constraints, and the consequences it has on different groups of people in different domains of society. Summarily, this Handbook places imagination at the center, and offers readers new ways to examine old questions regarding the possibility of change, development, and innovation in modern society.

"This remarkable book enhances Ariella Azoulay’s position as the most compelling theorist of photography writing today." –Jonathan Crary, author of Scorched Earth A groundbreaking work on the power of photography as a vehicle for civil protest Understanding photography is more than a matter of assessing photographs, writes Ariella Azoulay. The photograph is merely one event in a sequence that constitutes photography and which always involves an actual or potential spectator in the relationship between the photographer and the individual portrayed. The shift in focus from product to practice, outlined in Civil Imagination, brings to light the way images can both reinforce and resist the oppressive reality foisted upon the people depicted. Through photography, Civil Imagination seeks out relations of partnership, solidarity, and sharing that come into being at the expense of sovereign powers that threaten to destroy them. Azoulay argues that the “civil” must be distinguished from the “political” as the interest that citizens have in themselves, in others, in their shared forms of coexistence, as well as in the world they create and transform. Azoulay’s book sketches out a new horizon of civil living for citizens as well as subjects denied citizenship—inevitable partners in a reality they are invited to imagine anew and to reconstruct. Beautifully produced with many illustrations, Civil Imagination is a provocative argument for photography as a civic practice capable of reclaiming civil power.

Imagination for Inclusion offers a reconsideration of the ways in which imagination engages and empowers learners across the education spectrum, from primary to adult levels and in all subject areas. Imagination as a natural, expedient, and exciting learning tool should be central to any approach to developing and implementing curriculum, but is increasingly undervalued as learners progress through the education system; this disregards not only imagination’s potential, but its paramount place in informing truly inclusive approaches to teaching and learning. This book presents a new theory of imagination and includes discussion about its application to teaching and learning to increase the engagement of disaffected students and reinvigorate their relationships with curriculum content. Chapters include key ideas and discussion surrounding the benefits of introducing imaginative practices into the classroom for learners from a range of marginalised backgrounds, such as young people with disabilities and adult learners from socio-economically disadvantaged environments. In exploring imagination in the practice of inclusive education, the book includes chapters from researchers and practitioners in education who have fresh ideas about how learners and teachers have benefited from introducing imaginative pedagogies. The diverse collection, featuring writers with backgrounds from early childhood to adult education, will be essential reading for academics and researchers in the fields of education, inclusive education, social policy, professional development, teacher education and creativity. It will be of particular interest to current and pre-service teachers who want to develop inclusive practice and increase the engagement of all students with formal education.

First published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.

"History of the Imagination" delves into the fascinating evolution of human creativity and thought processes throughout the ages. From ancient civilizations to modern times, this book explores the ways in which imagination has shaped our understanding of the world, influenced artistic movements, and driven cultural development. Through a rich tapestry of historical anecdotes, philosophical insights, and artistic interpretations, readers will gain a profound understanding of the profound impact of imagination on human society. This thought-provoking journey through time invites readers to ponder the interconnectedness of imagination, history, and the human experience.

The human imagination manifests in countless different forms. We imagine the possible and the impossible. How do we do this so effortlessly? Why did the capacity for imagination evolve and manifest with undeniably manifold complexity uniquely in human beings? This handbook reflects on such questions by collecting perspectives on imagination from leading experts. It showcases a rich and detailed analysis on how the imagination is understood across several disciplines of study, including anthropology, archaeology, medicine, neuroscience, psychology, philosophy, and the arts. An integrated theoretical-empirical-applied picture of the field is presented, which stands to inform researchers, students, and practitioners about the issues of relevance across the board when considering the imagination. With each chapter, the nature of human imagination is examined - what it entails, how it evolved, and why it singularly defines us as a species.

An exploration of the biology of meaning that integrates the role of subjective processes with current knowledge of brain/mind function.

The Enlightenment idea that reason creates fixed moral rules that specify "the right thing to do" is mistaken, according to Johnson, because it misses the ways in which human conceptual systems are grounded in bodily experience, and it ignores the expansive and constructive nature of our best moral thinking. Since new findings in cognitive science explain reasoning in terms of prototypes, frame semantics, metaphor, and basic-level experience, Johnson contends that we must revise our views of ethics and adopt an alternative conception of moral reflection - one that is thoroughly imaginative.

It is well known that children's activities are full of pretending and imagination, but it is less appreciated that animals can also show similar activities. Originally published in 2002, this book focuses on comparing and contrasting children's and animals' pretenses and imaginative activities. In the text, overviews of research present conflicting interpretations of children's understanding of the psychology of pretense, and describe sociocultural factors which influence children's pretenses. Studies of nonhuman primates provide examples of their pretenses and other simulative activities, explore their representational and imaginative capacities and compare their skills with children. Although the psychological requirements for pretending are controversial, evidence presented in this volume suggests that great apes and even monkeys may share capacities for imagination with children, and that children's early pretenses may be less psychological than they appear.

This interdisciplinary and cross-cultural collection reflects the growth of animal studies as an independent field and the rise of 'animality' as a critical lens through which to analyze society and culture, on par with race and gender.