Imagination is amongst important faculties of human mind that its definition plays a significant role in different areas of education. Educating imagination could be either an educational end itself or a method to reach some other educational ends. This article aims at illustrating dimensions of imagination in light of a specific theory of action. Putting imagination within this new framework might provide us with a rich multiplexed framework of imagination with the benefit of being used in imaginative education. In relation to action and its foundations, cognition, inclination and willing, we redefine imagination in terms of its plausible various dimensions. In this way, as far as cognition is concerned, imagination is supposed to be a cognitive ability: the ability to visualize various possibilities that may occur in scientific experiments or artistic experiences. In addition, considering emotional aspects of imagination we can re-identify it in social and moral education. Moreover, as it has a great influence on increasing sympathy, it is essential to form sympathetic interactions necessary to construct any kind of educational sphere. Imagination can broaden human action's horizons and expand it beyond present possibilities. However, cultivating imagination always poses the risk of reality detachment. If we detach from reality, we ignore all of our very possibilities in the actual world. Consequently, in all of these areas, justified borders of imagination should be considered. In other words, we should determine where to stop imagining and begin dealing with reality in order to avoid reality detachment.
Masoomeh Tavakoli, University of Tehran, Iran
Narges Sajadieh, University of Tehran, Iran
This paper is part of the ACE2013 Conference Proceedings (View)
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