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Unpacking “Unbundling Stories: Encountering Tensions Between the Familial and School Curriculum-Making Worlds”
Published in D. Jean Clandinin, Engaging in Narrative Inquiry, 2023
What becomes evident in our work as narrative inquirers is that memory is entwined with imagination. I have been struck by how memory and imagination are so closely tied. As Bruner (2002) writes, Through narrative, we construct, reconstruct, and in some ways reinvent yesterday and tomorrow. Memory and imagination fuse in the process. Even when we create possible worlds of fiction, we do not desert the familiar but subjunctivize it into what might have been and what might be. The human mind, however cultivated its memory or refined its recording systems, can never fully and faithfully recapture the past, but neither can it escape it. Memory and imagination supply and consume each other’s wares.(p. 93)Kerby (1991) helps us understand the processes involved in this fusing of memory and imagination. He writes, “As especially happens with memories from early childhood, an imaginative projection can easily settle into the gaps left vacant by recollection, such that we can no longer be certain of the difference between them” (p. 25). As we see in Swanson’s chapter, she attends carefully to the ways that both memory and imagination play a part in her autobiographical narrative inquiry.
Reinforcement and Recollection of Reactions
Published in L.S. Vygotsky, V.V. Davydov, Silverman Robert, Educational Psychology, 2020
From the foregoing, it is not hard to understand that the fundamental function of imagination lies in the organization of those forms of behavior that have not occurred even once in the individual’s experience, whereas the function of memory lies in the organization of experience for those forms of behavior which, roughly speaking, repeat what has been experienced before. Accordingly, in imagination we find several functions, each with an entirely distinct character, though these functions are closely related to the basic function of situating behavior in accordance with novel conditions in the environment.
Imagination in Disease and Healing Processes: A Historical Perspective
Published in Anees A. Sheikh, Imagination and Healing, 2019
Carol E. McMahon, Anees A. Sheikh
In this chapter, first Aristotelian theory of the arousal function of imagination is presented. Secondly, the role of the image in pathogenesis from ancient through modern periods is reviewed. Next, the use of imagination in therapeutic procedures through the ages is examined.
Analysis of physical learning spaces in a university hospital: A case study
Published in Medical Teacher, 2022
Andrea R. Flores-Sánchez, Carlos Gutiérrez-Cirlos, Melchor Sánchez-Mendiola
The continuing effects of the pandemic in medical education have created an unexpected environment with a combination of physical and virtual spaces where students, faculty, patients, and digital devices interconnect. This disrupted learning atmosphere should lead to questioning our assumptions about physical spaces and learning, and to design studies to increase its understanding (Han et al. 2019; Alsoufi et al. 2020; Gordon et al. 2020). Online learning, simulation centers, telehealth, artificial intelligence, and learning analytics find themselves in a convergence state that requires creativity, imagination, and passion from medical educators. The pandemic has pushed us to question the very nature of our clinical and educational spaces (Alati 2020; Verderber 2021), while we continue using the current university and hospital physical facilities. Building from scratch is too expensive in these economically challenging times, one of our “elephants in the room” are the anachronistic buildings that exist all over the world (hospitals and universities), that need to be redesigned and reused. For example, regular traditional classrooms and auditoriums (that now seem outdated), need to be looked at from new perspectives, the trans- and post-COVID eras are excellent opportunities to apply Jonas Nordquist “networked learning landscape” conceptual framework (Nordquist et al. 2016). It is time to study and apply concepts like “in-between spaces,” “non-spaces,” and “learner displacement” (Thomas 2010; Nordquist 2016).
Phantom Penis: Extrapolating Neuroscience and Employing Imagination for Trans Male Sexual Embodiment
Published in Studies in Gender and Sexuality, 2020
Memory and imagination are linked. No one remembers everything, even of a single scene or event. What we reconstruct when remembering does not equal past reality. In this way, memory is like imagination and in fact may require it. Imagination is especially important in episodic memory when we try to remember what a past experience felt like, as opposed to just the facts. As Crowther states: “The role of imagination allows us to … own our memories from the inside” (2013, p. 110). For some trans men (as well as some neuroscientists) the phantom penis signals a prenatal past traced in the brain’s cortical area, DNA, or something further primordial. When the penis remains stagnant in the past, some trans men suffer from a forgotten feeling. Might remembering it through an imagination that permeates perception and belief free the trans man’s phantom penis into the event of living? And what could a trans man do with that memory of a meant-to-be body? Would we be so cocky as to proclaim embodiment? I have seldom seen a more plausible lot of evidence of the view that imagination and sensation are but differences of vividness in an identical process, than these confessions, taking them altogether, contain. Many patients say they can hardly tell whether they feel or fancy the limb.—William James, 1887, “The Consciousness of Lost Limbs”
The Understudied Side of Contemplation: Words, Images, and Intentions in a Syncretic Spiritual Practice
Published in International Journal of Clinical and Experimental Hypnosis, 2020
Michael Lifshitz, Joshua Brahinsky, T. M. Luhrmann
Athletes and musicians routinely use imagery to train skills. There is a large body of research demonstrating the positive influence of imagery on subsequent performance. Imagery training seems to be especially effective when it involves the body in the process of imagination. Sports research has demonstrated that imagery ability is best understood as a complex multisensory and multidimensional set of capacities – the body and all its senses are part and parcel of imaginative processes in the brain (Cumming & Eaves, 2018). ITP affirmation practices make use of these multiple dimensions and thus might be explored in dialogue with recent innovations in imagery research that explores similarly layered approaches (i.e., Cumming et al., 2017). Likewise, recent research provides a paradigm for exploring the relationships between metaphor generation, motor imagery, and motor stimulation (Cumming & Eaves, 2018; Eaves, Haythornthwaite, & Vogt, 2014; Eaves, Riach, Holmes, & Wright, 2016; Macuga & Frey, 2012; Wright, Williams, & Holmes, 2014). It may be that mental imagery – and words, which likely call up images – work in similar ways in ITP practice.