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Covering 250 years of design tools and technologies, this book reveals how architects have produced the drawings, models, renderings and animations which show us the promise of what might be built.
Thomas Hankins and Robert Silverman investigate an array of instruments from the seventeenth through the nineteenth century that seem at first to be marginal to science--magnetic clocks that were said to operate by the movements of sunflower seeds, magic lanterns, ocular harpsichords (machines that played different colored lights in harmonious mixtures), Aeolian harps (a form of wind chime), and other instruments of "natural magic" designed to produce wondrous effects. By looking at these and the first recording instruments, the stereoscope, and speaking machines, the authors show that "scientific instruments" first made their appearance as devices used to evoke wonder in the beholder, as in works of magic and the theater. The authors also demonstrate that these instruments, even though they were often "tricks," were seen by their inventors as more than trickery. In the view of Athanasius Kircher, for instance, the sunflower clock was not merely a hoax, but an effort to demonstrate, however fraudulently, his truly held belief that the ability of a flower to follow the sun was due to the same cosmic magnetic influence as that which moved the planets and caused the rotation of the earth. The marvels revealed in this work raise and answer questions about the connections between natural science and natural magic, the meaning of demonstration, the role of language and the senses in science, and the connections among art, music, literature, and natural science. Originally published in 1995. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
This book offers a detailed examination of imagination in learning. Teachers working with the ideas of Imaginative Education in their classrooms provide examples that cover multiple curricular areas and span elementary through secondary school contexts.
Bringing together scholars from different disciplines and theoretical outlooks, this text examines how the power of imagination reverberates in the various ambits of social and political life - in law, history, art, gender, economy, religion and the natural sciences.
Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students’ creativity. Fostering Imagination in Higher Education tells four ethnographic stories from physics, history, finance and pharmaceutical science courses, analytically observing the strategies educators use to encourage their students’ imagination, and detailing how students experience learning when it is focussed on engaging their imagination. The highly original study is framed by Ricoeur’s work on different forms of imagination (reproductive and productive or generative). It links imaginative thinking to cognitive science and philosophy, in particular the work of Clark, Dennett and Polanyi, and to the mediating role of disciplinary concepts and social-cultural practices. The author’s discussion of models, graphs, strategies and artefacts as tools for taking learners’ thinking forward has much to offer understandings of pedagogy in higher education. Students in these case studies learned to create themselves as knowledge producers and professionals. It positioned them to experience actively the constructed nature of the knowledge and processes they were learning to use – and the continuing potential of knowledge to be remade in the future. This is what makes imaginative thinking elemental to the goals of higher education.
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.
This comprehensive book provides a theoretical understanding of how imagination contributes to effective leadership, as well as practical tools all educational leaders can employ to cultivate their imaginations and the imaginations of others in their communities. To support these goals, book chapters offer multiple perspectives on what imagination is, why it is essential for educational leaders, and how it can be developed. Contributions by leadership scholars and school-based leaders are organized around three themes: exploring possibilities, poetics of memory, and imagination’s role in social justice and equity. Each section opens with a leadership story that shows how a school leader developed and used imagination to create solutions to real problems. Contributors to this volume were invited to read each otherÕs work and share their questions and thoughts. This work can now be used by individuals or within formal or informal learning communities to expand, deepen and, apply concepts. Expanding on Kieran EganÕs theory of Imaginative Education, this book will help current and future leaders employ imagination to make sense of and address the day-to-day challenges they encounter. Book Features: Brings together empirical and conceptual research on imagination’s varied roles in educational leadership.Provides practical strategies and implementable techniques for cultivating leadership imagination. Demonstrates what cognitive tools all leaders can use to deepen their understanding of issues, to emotionally and imaginatively engage their school communities, and to support equity, diversity, and inclusion.Offers easy-to-use activities and guidelines for applying imagination to key leadership processes and practices. Includes “Cultivating Curiosity, Conversation, and Imagination” sections at the end of chapters to stimulate individual reflection and collaborative discussion. Contributors: Laurie Anderson, Sean Blenkinsop, Lori Driussi, Lynn Fels, Mark Fettes, James W. Koschoreck, Dan Laitsch, Craig Mah, Jessica Masterson, Moraimo Machado, Sarah Pazur, Rose Pillay, Tara Preston, Courtney Robertson, Jonathan Sclater, Karen Steffensen, Katie Strom, Zachary D. Thomas, and Kara Mitchell Viesca.
Imagination is the Source of Creativity and Invention This series of essays has been collected expressly to bring readers new ideas about imagination and creativity in education that will both stimulate discussion and debate and also contribute practical ideas for how to infuse our daily classrooms with imaginative activities. In a world that values creative innovation, it is distressing that our schools are dominated by an educational paradigm that pays too little attention to engaging the imagination and emotions of students in the curriculum and the worlds challenges that the curriculum is designed to prepare students to meet. The ability of children to think creatively, to be innovative, enterprising, and capable, depends greatly on providing a rich imagination-based educational environment. It is only when we consider the imagination a vital component of our lives and one of the great workhorses of learning that we recognize the importance of adding the imaginative to the study of the affective, cognitive, and physical modes of our development. Doing so fills a gap that has led to incomplete accounts of childrens development, their subsequent learning needs, and indeed, how to fulfill these needs in educational environments. This discussion, about the importance of imagination and creativity in education, has been taken up by researchers and educators around the world. It is represented here by writings from authors from Brazil, Canada, China, Denmark, Italy, Israel, Japan, and Romania. In the first part of this book these authors explore and discuss theories of development, imagination, and creativity. In the second part they extend these theories to broader social issues such as responsible citizenship, gender, and special needs education, to new approaches to curriculum subjects such as literacy, science, and mathematics, and to the educational environment of the museum.
"This book is essential reading for those interested in the imagination, epistemology, naturalism, and the philosophy of religion." - Charles Taliaferro, Professor of Philosophy, St. Olaf College, Minnesota The role of imagination in psychology, ethics and aesthetics provides a good analogy for thinking about the imagination in religious belief. in dealing with the inner lives of other human beings, moral values or aesthetic qualities we need to employ the imagination: to suppose, form hypotheses, empathize or imaginatively engage with alien people or worlds in order to understand. Just as we use the imagination to relate to other minds, appreciate beauty and understand goodness, we need imagination to engage with God's action in the world.
Although objects associated with the Passion and suffering of Christ are among the most important and sacred relics venerated by the Catholic Church, this is the first study that considers how they were presented to the faithful. Cynthia Hahn adopts an accessible, informative, and holistic approach to the important history of Passion relics—first the True Cross, and then the collective group of Passion relics—examining their display in reliquaries, their presentation in church environments, their purposeful collection as centerpieces in royal and imperial collections, and finally their veneration in pictorial form as Arma Christi. Tracing the ways that Passion relics appear and disappear in response to Christian devotion and to historical phenomena, ranging from pilgrimage and the Crusades to the promotion of imperial power, this groundbreaking investigation presents a compelling picture of a very important aspect of late medieval and early modern devotion.