Imaginative Ability Research Articles

Mathematics skills and STEM multidisciplinary literacy: Role of learning capacity

<p style="text-indent:20px;">Previous studies highlighted the role of STEM (science, technology, engineering, and mathematics) education in the development of mathematical skills while how mathematical skills influence STEM multidisciplinary literacy is under researched. Therefore, the purpose of current study is to explore the significance of mathematical skills (spatial imagination ability, calculation ability, and reasoning ability) in STEM multidisciplinary literacy. Further, to better understand the relationship between mathematical skills and STEM multidisciplinary literacy, students learning capacities was investigated as a mechanism. The theoretical findings of the study show that spatial imagination ability, calculation ability, and reasoning ability positively linked with STEM multidisciplinary literacy. Additionally, the findings show that students learning capabilities mediate the relationship between mathematical skills and STEM multidisciplinary literacy. Future directions of the study are also discussed.

PAINTING PERFORMANCES: METHODOLOGICAL TOOLS FOR FUTURE EDUCATORS TRAINING

The article discusses the issue of future educators’ professional training as a complex problem. The artistic component of future educators’ professional training is singled out. The mechanisms and methods of forming the creative potential of future educators are revealed, among which a special place is occupied by methods related to the increase of reflexive culture, with the stimulation of a special mental state of creative activity, with the use of techniques to intensify the search for ideas, the development of imaginative abilities, the search for internal motivating reasons for the intensification of creative activity. Effective means of future educators’ training are identified: communication on the materials of art, the basis of which is subject-subject interaction in the “teacher-student” system, which is retransmitted into the “educator-child” system. The tool of development of creative potential of future educators is given — acquaintance with works of art: direct acquaintance with art objects during art excursions, art walks, visits to theater, etc.; artistic reflection; art technologies, art techniques, and art methods. The results of approbation of painting performances in the format of offline and online as a tool for the development of creative potential and raising the level of general culture of future educators are described. The algorithm of creation of painting performances is characterized: presentation of idea; elaboration of literature and other sources; work by the method of creative structured improvisation to characterize the images of the characters; choice of props; modeling of painting performances; artistic reflection at the final stage (reflection exercises that motivate students to self-knowledge and determine their own emotions; develop the ability to analyze and evaluate their feelings, process and results of artistic activity). The presented methods of acquaintance with the art of painting as a means of developing the creative potential of future educators and preschool children are implemented in the direction of perception — reflection — attitude, allow to appropriate the experience, work on the formation of life competence, as related to the analogy of art and life.

Memory and Artistic Dissent: An Analogical Reading of Woolf’s To the Lighthouse and Atwood’s Surfacing

This article examines the intersections between memory and artistic vision in Virginia Woolf’s To the Lighthouse (1927) and Margaret Atwood’s Surfacing (1972), two novels resonating with feminist tensions and gender issues. Investigating two anxious female artists—Lily Briscoe in Woolf’s novel and the unnamed narrator of Atwood’s novel—the researchers argue that memory functions as a source of order and recuperation. Against patriarchal norms, memory allows for psychic healing, liberation and a fresh start. It engenders a space that can correct the wrongs of the past and help the female characters explore their imaginative abilities and enhance their self-esteem. Digging into the past, these artistic figures redeem their lives from the ravages of time, war and patriarchal oppressions. This approach allows for the liberation and the future growth of the artistic visions of the two painters. Each artist, however, reacts differently to the resurfacing of the painful past. For instance, in To the Lighthouse (a modernist text), Lily embraces art as a form of redemption and thus finishes her painting through her positive memory of Mrs Ramsay. However, the unnamed artist in Surfacing (a postmodern manifestation of art) renounces art and destroys her drawings in the process of coming to terms with her past. This article situates both texts within modernist and postmodernist notions on the value and function of art in order to explicate the essential junctions between memory and art and, therefore, demonstrate dissident artistic responses oscillating between (modernist) espousal and (postmodernist) repudiation.

A new storytelling genre: combining handicraft elements and storytelling via mixed reality technology

Handicraft is a traditional cultural form which can improve children’s hands-on ability and spatial imagination ability. In addition, storytelling is another beneficial activity that can improve children’s language skill and creative power in their growing process. By combining handicraft elements and storytelling via mixed reality technology, this paper presents a new storytelling genre, which supports children and parents learning how to make handicraft and then use them as tangible interaction tools to design, create, tell and share stories, together with gesture interaction. Taking origami as an example, we design and implement a system and conduct a user study. Findings illustrate that our system has good usability and can motivate users’ interest in handicraft and storytelling and even promote parent–child interaction effectively.

Role of the method of divination in hermeneutics of F. Schleiermacher

This article examines the method of divination proposed by Friedrich Schleiermacher as one of the key means of interpretation. In literature dedicated to the philosophical views of Schleiermacher, this method is often associated with the intuitive grasp or empathy. However, Schleiermacher himself associated it primarily with creativity and ability of imagination. In order to clarify the meaning of the concept divination and a method related thereto, it is necessary to refer to a course of lectures of the philosopher devoted to dialectics. These lectures describe the method of divination as the main tool of cognizing surrounding reality, which establishes the link between dialectics and hermeneutics and allows reading Schleiermacher&amp;rsquo;s hermeneutics as hermeneutics of being. In the course of this research, the author made an attempt of original interpretation of Schleiermacher&amp;rsquo;s texts leaning on the development of modern Western scholars, whose works did not receive due attention within the Russian academic community. The result of this work lies in the restored and structured philosophical concept of Friedrich Schleiermacher, which centers on the method of divination. The obtained materials can be applied in the area of historical-philosophical study of the thoughts and ideas of German romantic philosophy of the XIX century. The examined in the article philosophical ideas of F. Schleiermacher allow getting a new perspective upon the problems of language, dialogue, understanding and interpretation.

Analysis of Instrument Validity to Measure Junior High School Students' Mathematical Imagination

The purpose of this study was to determine the validity of the instrument to measure the imagination of junior high school students. As for the stages carried out include: 1) conducting a literature study to get indicators of mathematical imagination ability, 2) preparing instruments based on the indicators obtained, and 3) testing the validity and readability test of the instruments that have been prepared. The readability test was conducted by 30 junior high students, while the validity test was conducted by 6 experts consisting of 2 learning experts in junior high school, 2 learning evaluation experts, and 2 mathematics education experts. Readability test results state that of the 12 items created, 6 questions can be understood by students, while the other 6 questions cannot be understood by students. Furthermore, 6 questions that can be understood by students were tested for validity. The test results show that 3 items are declared valid without revision, 3 items are declared to need revision. There is 1 item that needs to be revised answer key. The validator also provides suggestions to sort the questions from the easiest to the most difficult questions.

Использование метода проектов при освоении учащимися вторых–четвёртых классов программы по русскому языку

The article reveals the experience of using the project activities of younger schoolchildren in the process of forming their informed literacy when&#x0D; learning the Russian language. Examples of projects are described in which various language problems are solved. A course “Extracurricular&#x0D; activities”, created by the author taking into account the requirements of the Federal State Educational Standard of Primary General Education&#x0D; and the Russian language program for extracurricular activities, is offered. The course content includes a variety of didactic word games, game&#x0D; exercises that stimulate students’ interest in the Russian language, develop their imagination and creative abilities.

The paradox of philosophy for children and how to resolve it

There is a paradox in the idea of philosophy for children (P4C). Good teaching starts from the concrete and particular, and it engages with each student’s individual interests, beliefs, and experiences. Preadolescents (and to some extent everyone) find this approach more natural than a more impersonal one and respond better to it. But doing philosophy involves focusing on the abstract and general and disengaging oneself from one’s personal interests and beliefs. It involves critiquing one’s attitudes, seeing abstract relations, and applying general principles. So, if good teaching focuses on the concrete and personal, and good philosophy on the abstract and impersonal, how can there be good teaching of philosophy to children? I call this the paradox of philosophy for children, and in this paper I explore how teachers should respond to it. Should they sacrifice good teaching practice, adopting a heavily teacher-centred approach in order to correct their students’ natural biases? Should they lower their expectations of what philosophical skills children can acquire? Should they even attempt to teach philosophy to children? The paper will argue that there is a better option, which exploits children’s imaginative abilities. The core idea is that by encouraging children to imaginatively identify with other perspectives, we can use their natural focus on the concrete and particular to lever them into more abstract, critical ways of thinking. In this way, their focus on the concrete and personal can be the very means to get them to think abstractly and critically. The paper will go on to outline a general strategy for implementing this approach, the Scenario-Identification-Reflection (SIR) method, which will be illustrated with examples drawn from the author’s own classroom practice. The paper will also respond to some objections to the proposed strategy and offer some general reflections on the SIR method.

Определение шаловливости как компонента игровой компетентности через реконструкцию семантических элементов концепта «шаловливость»

The aim of the article is to outline the semantic scope of the concept ofimpishness and to define «impishness» as a component of ludic competence viarestructuring its semantic elements.The main method of research is a psycholinguistic experiment. The samplecomprised 400 respondents (aged 30–60 years), male and female respondentsbeing equally represented.The results of the research enabled us to conclude that the concept of«impishness» in the linguistic consciousness of the Russian-speaking people ofUkraine is represented by four core clusters: «horseplay» (34.25%), «flirting»(15%), «childish behaviour» (11.25%) and «womanlike behaviour» (8.5%).Among peripheral clusters there is a peculiar cluster «ability of creativeand devious imagination» (2.5%) which reflects the cognitive component of«impishness». The analysis of semantic clusters of the concept «impishness»also revealed significant differences between male and female samples. Womenassociate «impishness» with a child’s behaviour (f. 7.25% / m. 1.5%) whereasmen tend to associate it with a woman’s behaviour (f. 0% / m. 7.5%). Peripheralclusters «madness», «behaviour during sexual intercourse», «lecherousness»mostly include male reactions, while «animal behaviour» and «active behavior»mostly contain female reactions. Relying on the results of cluster analysis of theconcept «impishness» and on the main components of impishness according toA. Fomintseva, we define «impishness» as the ability to deliberately create «self-challenging» situations while interacting with the subject/object of a prank withthe aim to experience intense positive emotions, e.g. while exploring forbiddensubjects or expressing creativity. As far as the prospect of further researchis concerned, it appears worthwhile to describe the theoretical structure«impishness» as a scale for measuring ludic competence in the questionnairethat we are developing, taking into consideration the meanings that reflect thereality of the linguistic consciousness of native speakers.

FILOSOFIS KEBENARAN FIKSI SEBAGAI PENGEMBANGAN INTELEGENSI BAGI KEHIDUPAN INDIVIDU MANUSIA

The study of intelligence development, as a form of analyzing the intelligence of creativity in revealing objects and trying to find specific, unique things contained in fiction. Changes in the way of thinking intelligence in a fictional truth is a discourse to express a pattern and story line with an understanding. Understanding of intelligence by distinguishing, guessing, then explaining, which is in fiction. The problem of literary works called fiction is a work that tells something that did not really happen. There is a difference of opinion in a work of fiction because it is not in accordance with his views but, intellectually and academically, the truth is less acceptable. The theory used to uncover the phenomenon is based on theory, Utami Munandar that, by way of divergent thinking. Methodology by using critical analysis in an effort to unravel, philosophically discourse of the truth of fiction by using intelligence as a logical reasoning power to find out the harmony in fiction. The results of the study found that, philosophical truth fiction can change individuals able to imagine, understand the situation, experience, and understanding. The ability of individual intelligence will increase after reading fiction based on the ability of intellectual imagination possessed. The conception is based on the development of intelligent divergent ways of thinking that is spread which is also called creative imaginative thinking an ability to provide various answers based on the information provided, with an emphasis on diversity, number and suitability.

Abduction, Imagination, and Science

In this essay, I argue that developments in Alvin Plantinga’s evolutionary argument against naturalism—specifically, Thomas Crisp’s argument against a naturalistic metaphysics—have likely undermined the project of science for naturalists who are scientific realists. Scientific theorizing requires the use of abductive reasoning. A central component of abductive reasoning is the use of one’s imagination. However, Crisp’s argument provides us reason to doubt the trustworthiness of our cognitive faculties as it relates to the imaginative abilities necessary for complex abductive reasoning.

Analysis of Indonesian Language Learning Obstacles in Primary Schools

&lt;p style="text-align:justify"&gt;Learning Indonesian in elementary schools can help students get to know themselves, their culture and other cultures, express ideas, participate in society, and discover and use the analytical and imaginative abilities that are present in them. In the implementation of Indonesian language learning there are many gaps, so it is less able to achieve the specified learning objectives to the maximum. This research was conducted in class 5 of Totosari Elementary School No. 102 Surakarta, Indonesia. The purpose of this research is to explore obstacles in the process of learning Indonesian in elementary schools. This research uses a case study approach. Data collection was carried out by observing the Indonesian learning process, interviewing, and examining the average student test scores. The collected data were analyzed using interactive analysis according to Miles and Huberman. The results of his research are 1) The teacher has not used the media in the learning process especially Indonesian Language learning; 2) Learning is carried out is still conventional; 3) Students in learning tend to memorize subject matter. Through learning innovations that are in accordance with the characteristics of elementary school students are expected to be able to create meaningful learning.&lt;/p&gt;

Gli effetti di un training cognitivo per l'incremento della produzione ideativa in bambini di scuola primaria. Un confronto tra metodo Montessori e tradizionale

The goal of the present research was to investigate if creative thinking can be trained in primary school children. Imagination represents one of the bases of the creative thinking process: a skilled imaginative ability, developed in early age, fosters creative processes, producing numerous and flexible mental images, easily malleable and useful to generate new ideas and combine elements in innovative ways. The study aims to analyse one of the factors of the creative thinking process, the capacity to produce ideas, and to enhance it in children through a specific 10-week training of imagination and divergent thinking. Starting from the TCI, an Italian mental reactive designed for measuring the potential of creative thinking in individual children, a different Test was made up with the objective to test 224 children belonging to 10 primary school classes (5 second grades and 5 third grades), achieving group scores. The purpose was to investigate if children’s attitude to think creatively and divergently would improve after participating to 10 interactive one-hour group training sessions. The activities were aimed at training 3 abilities - capacity to produce ideas, ability to think of many possible purposes for an object, contra-factual thinking - each measured in T0 and T1 from one part of the Test created. They were all tested in T0; afterward 8 out of the 10 classes were weekly trained, before being all 10 classes tested again in T1, 10 weeks after T0. The hypothesis was that the trained classes would have improved the capacity of producing ideas, whereas the control groups would have not. It was so verified the efficacy of the specific method to train creative thinking that was conceived, developed and administered to the children.

Description of Parents’ Knowledge, Gluten Free Casein Free (GFCF) Intake Frequency and Autism Children Behavior in Palembang

Autism is a representation, a general characterized by "a bunch of failure" to describe and categorize individuals behavior describing failures in social relationships, communication, and imagination ability. To develop ability on children with autism to be close to normal, diagnosis methods through early, integrated and intensive treatment were used. One type of therapy for children with autism is through food or the so-called Gluten Free Casein Free (GFCF) diet therapy. The type of this research was descriptive with cross sectional design. The population in the study were all students with autism who were still active following treatment with a sample of 36 people who were taken by using purposive sampling. Results showed that mostly there are 80.6% parents who have knowledge, 55.6% samples never eat foods containing gluten, 50% samples never eat foods containing casein, 77.8% samples have a good energy intake, 100% samples have good protein intake, and 80.6% samples have mild autistic behavior. From the results of the study, it is expected that the parents can increase knowledge about the GFCF diet in order to improve their diet and reduce behavior disorders in autism children.

DEMYSTIFYING THE AMAZING: A DISCUSSION OF SALLY HOWARD’S “BUILDING SHELTER IN A CHAOTIC WORLD: THE ROLE OF EMPATHIC IMAGINATION IN RECOVERY FROM TRAUMA”

In this discussion of Sally Howard’s paper, Building Shelter in a Chaotic World: The Role of Empathic Imagination in Recovery from Trauma, the author focuses on therapeutic action-what enables empathic imagination, how empathic imagination impacts our work, what we do to expand traumatized patients’ imaginative abilities, and how a developmental perspective informs and supports the therapeutic action of empathic imagination. Through a careful analysis of Howard’s clinical illustrations as well as additional illustrations from the author’s own clinical work, the author breaks down the therapist’s empathic understandings in order to demystify them and tie them to conceptual understandings. The author utilizes concepts from infant research, non-linear dynamic systems theory and self-psychology to make sense of how we arrive at our empathically imaginative ideas.

Analysis of Students’ Mathematical Imagination Ability in Solving Problems

The purpose of this study is to determine the ability of mathematical imagination to solve mathematical problems. Mathematical problems in this study use fractional content. This research is descriptive qualitative research. In this study subjects included 3 junior high school students, where the subject was deliberately taken by sample technique, i.e. considering the ability to communicate and an indication of the ability to bring up mathematical imagination. Data collection is done by observation, mathematical imagination test, and interview. Data analysis techniques include data reduction, data performance, and drawing conclusion. Conclusion drawing used triangulation method. The outcome of this study is that the ideas raised by the students in solving problems are not yet another form of content, but rather in the form of technical calculations. Students do not understand the concept of set in solving fractional content problems. Thus, students are only able to bring sensory imagery.

Improvement of Children’s Imaginative Abilities by using Props through Creative Movement Activities

Creative movement is one of the teaching and learning methods that helps to develop one’s potential in communicating expressions creatively, applied through a series of movements. This type of learning relies on imaginations to explore movements, depending on the types of movements to be created. Exploration of creative movements by using variety of props lead to the freedom of ideas in creative imaginations. The ability to master the process of movements’ creation by using props is essential in giving interpretations and forming the thoughts towards active and dynamic levels, to improve imaginative abilities. Therefore, this research was conducted to discover how the use of props helped in improving children’s imaginative abilities through exploration of creative movements. Props were selected as tools and stimuli to enable the children to carry out imaginative explorations in movements, portraying their creative ideas. Important focus was given to kinesthetic stimulation in forming a series of movements to improve imaginative abilities, because children have their own ideas in creating desired movements. The important components such as usage of body, space, time, and energy were applied as the foundations in practicing creative movements. Qualitative method was used for this research, involving 16 subjects of 6-year-old children. Analyses by observations of participants and list of tasks to be accomplished were conducted to record the children’s skills. Therefore, this research had given the chance for the children to develop their talents in imaginative abilities. Useful alternatives can also be gained, to give variety of teaching and learning methods based on children’s exploration of imaginations, which can further lead to expressive communications through props and movements.

Achilles Tatius and Chariton

AbstractThis article will explore the nature of intertextuality between Achilles Tatius and Chariton, by focusing on key instances of Achilles Tatius’ reflection and refraction of Chariton’s second-marriage theme. By considering allusions on the level of character-narrator and author, and by looking at verbal and thematic connections between these two novels, a view of generic interplay will emerge. In turn, the full implications of how Achilles Tatius positions himself vis-à-vis Chariton, and the subversive intentions of the later author will be fully addressed. The article will contribute to the growing debate regarding intertextuality in the Greek novels, and will add weight to the idea that these authors had generic self-consciousness. The literary ambition and imaginative ability of Achilles Tatius is also a key aspect, which comes to the fore in this article.

Analisis Kemampuan Spasial Pada Bangun Ruang Sisi Datar Ditinjau Dari Perbedaan Gender

Spatial ability is important in studying the solid geometry. A person who has good spatial skills will easily imagine objects in three dimensions. Factors that influence the different strength of students one of which is the gender difference. This study aims to analyze students' spatial skills judging from the student gender differences. This research is descriptive qualitative that is collecting data in the form of description or sentence. The approach of this research is a qualitative approach. Research subjects in this study consisted of 4 students of class VIII C SMP Negeri 2 Trenggalek. The technique of collecting data of this research is observation, test, and interview. Test results and interviews are analyzed based on the spatial ability, they are the ability of imagination, conceptualization, problem-solving, and pattern searching. The results showed that: male students (1) able to solve the problem using the help of images and illustrate the solution; (2) able to connect data that is known to the concept possessed; (3) able to see problems from different angles; and (4) able to find patterns in solving problems. While female students showed: (1) able to solve the problem using the help of images; (2) able to mention known concepts.Key Word: Gender, Polyhedron, Spatial Ability

CRITIQUE OF PURE KNOWLEDGE

The reason that this material carries the name of the critique of “pure knowledge” is the fact that a problem is being considered here, for the solution of which neither scientific, nor philosophical approach can be applied, based on the experience of sensations and thinking of the thinking being, that is, the educated person on ideas about the knowledge of classical philosophy and science. The critique of “pure knowledge” is based on the method of transcendental materialism. It is designed to create the conditions for a clear statement of the fact that it is not acceptable for a thinking being to conceive a certain “true knowledge”, besides that knowledge, which it can comprehend in its judgment about observable signs of regular changes in states and properties of objects interacting with it, in the experience of sensations and thinking. Therefore, the subject of “pure knowledge” is all knowledge about the interaction of signs of changes in the states and properties of objects of concrete existence, accessible to observation in the experience of sensations and thinking of the “object of the living”. Moreover, in the thinking of the thinking being, “pure knowledge” can be transformed into “scientific knowledge” or “ideological knowledge”. Therefore, all other ideas about “knowledge”, the signs of which can’t be observed in the experience of sensations and thinking of the thinking being, can be defined as “imaginary knowledge”. These ideas can be based on the varying degree of diversion of thought from experience in its ability of imagination and fantasy. As a result of an extended period of “accumulation” by memorizing and recalling in experience information containing signs of “pure knowledge” in the thinking of a thinking being, signs of some kind of “new” understanding of the stored features of “pure knowledge” can appear. This phenomenon can create conditions for the formation in thinking of a creature of a thinking illusory opinion about the possibility of formulating the concepts of “pure knowledge” a priori, to the experience of sensations and thinking.