Texte remanié de: Thesis Ph. D--Harvard university, 1999. Titre de soutenance : The conversion of Enlightenment. / Notes bibliogr.

Diss.--München, 2001. / Bibliogr. p. 207-213.

Thesis (Ph. D.)--University of Michigan, 1919. / Published also as Psychological review publications, Psychological monographs, vol. XXXVII, no. 3; whole no. 172. Bibliography: p. 91.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 178-187).

Thesis (Th. M.)--Regent College, Vancouver, BC, 2002. / Abstract and vita. Includes bibliographical references (leaves 148-163).

This thesis reports research undertaken to explore a school community’s imaginings for secondary education for future generations. The research was designed to trouble the seemingly straightforward constructs of imagination and creativity, not merely to trace or audit their inclusion in the secondary curriculum, but rather to invite a secondary school community to put these constructs to work in exploring their imaginings and desires for good education 25-30 years ahead. The objectives used to structure the research involved: tracing the discourses of imagination and creativity in education curriculum policy; exploring a school community’s experiences and perceptions of secondary education; examining a school community’s imaginings for future secondary education; and exploring a school community’s desires for a future ‘curriculum for excellence’. The research was carried out during the development phase of Curriculum for Excellence (Scottish Executive 2004a) in Scotland which is explicit in its desire to provide opportunities for school communities to be/come imaginative and creative. This is not a new aspiration as imagination and creativity are familiar and enduring constructs in education. At a policy level the resurgence of interest in (imagination and) creativity is closely aligned to a desire for economic sustainability. The focus of my study is to explore how the concepts of imagination and creativity might become an impetus for the school community to think differently about good education for future generations. The study took place in a large comprehensive school community in a rural town in Scotland. Groups of participants, including pupils, parents, early-career teachers, mid-career teachers and school managers were drawn from across the school community. The method of data collection was adapted from Open Space Technology (Owen 2008) to provide an unstructured forum for participants to discuss their experiences and imaginings. A theoretical framework which offered a way of thinking differently about the data was devised from readings of concepts drawn from Deleuze (1995) and Deleuze and Guattari (2004) and used to analyse the school community’s perceptions, imaginings and desires. The findings suggest that whilst the new curriculum seems to open up a space for imagination and creativity the school community’s imaginings tend to be orientated to past experiences and/or closely aligned to the policy imaginary which appears to close down openings and opportunities for becoming. However there was a discernible desire in the school community for ‘good’ education in a fair and equitable system which appeared to be less narrowly focused on economic imperatives than that of the policy. I argue that there is a need for a new way of thinking about future education within current structures and systems which I have conceptualised as an ‘edu-imaginary interruption’. The thesis concludes with some reflections on the potential forms of such interruptions to impact on research and professional practice.

This dissertation is a cultural history of deviance in the United States. I use a series of case studies to examine the way deviant figures have been represented and experienced within American culture. The dissertation covers four historical eras and examines a representative deviant figure in each of them. The first chapter deals with the figure of the witch in Puritan New England, the second examines the libertine in the early American republic, the third deals with freaks in Victorian America and the fourth studies the flapper in the roaring twenties. Each of these chapters is focused on a particular historical crisis, trial or scandal that produced a rich body of historical evidence for study and analysis: the Salem Witch Trial of 1692, the Apthorp-Morton Scandal of 1788, the sensational Beecher-Tilton Affair of 1875 and the Ruth Snyder Trial of 1927. My overarching thesis is that representations of deviants reveal a deep cultural preoccupation with failure and inadequacy, which are projected onto deviant figures. This interpretation is an attempt to move beyond viewing representations of deviance as simply being attempts to repress those who do not conform to societal norms, or to shore up fragile social identities by creating ‘others’ against whom the normal American could be negatively defined. Instead, I argue that representations of deviance were compelling to the Americans who created them primarily as powerful fantasies about failure, lack and inadequacy. On to the rich symbolic canvas of the deviant figure, Americans projected their anxieties about personal and social failure. In different ways at different times, deviants have been used to articulate the various possible ways in which a person could fail to meet their society’s ideals and expectations, and to imagine the consequences of such failures for both individual personhood and society as a whole. The deviant has therefore historically served as a kind of mirror to the culture which produced him or her: a mirror in which a culture might darkly glimpse its own values, distorted by the terrifying failure to achieve that which is most prized.

Violent Disruptions contends that the works of Richard Wright and William Faulkner are mirror images of each other and that each illustrates American race relations in distinctly powerful and prescient ways. While Faulkner portrays race and American identity through sex and its relationship to the imagination, Wright reveals a violent undercurrent beneath interracial encounters that the shared imagination triggers. Violent Disruptions argues that the spectacle of the interracial body anchors the cultural imaginations of our collective society and, as it embodies and symbolizes American slavery, drives the violent acts of individuals. Interracial productions motivate the narratives of Richard Wright and William Faulkner through a system of displacement of signs. Though these tropes maintain their currency today, they are borne out of cultural imaginings over two hundred years old. Working within the framework of the imaginary, Violent Disruptions places these now historical texts into the twenty-first century's discourse of race and American identity. / African and African American Studies

The present study investigated the reliability and robustness of a new mnemonic strategy - self-imagination - in a group of memory-impaired individuals with neurological damage. Despite severe memory deficits, almost all of the participants demonstrated a self-imagination effect (SIE) for recognition memory in study 1. Moreover, the ability to benefit from self-imagination was not affected by the severity of the memory deficit. In study 3, more than half of the participants showed a SIE on a task of event-based prospective memory. The data from study 2 suggest the SIE is not attributable to semantic processing or emotional processing and indicate that self-imagination is distinct from other mnemonic strategies. Overall the findings from the present study implicate self-imagination as a new and effective mnemonic strategy. The data also indicate that when it comes to memory there is something special about processing information in relation to the self.

History teaching has its own peculiarities as every teaching subject. At the first sight history teaching is not very different from other subject teaching, but it is not so. For example, while teaching geography, there is a possibility to observe tides, mountains, active volcanes, the change of climate, effect on production etc. While teaching biology, the visual aids can be used observing the researched phenomena, they can also be applied in acknowledgment of this area phenomena. However, it is impossible to see the past directly learning history. There are no more wars and battles, peace, country borders exchange, solemn wows, which used to be given, revolutions and rebellions. It is only possible to imagine them. That means, that the demand of visual thinking, which could only be realized by visual arts, appears in this case, and in the case of history taught at school history coursebooks, illustrations are needed. The aim of the work is to show that illustrations of history help to develop visual thinking. The object of research is the development of visual thinking during history lessons. The objectives of the work are to analyze philosophical, pedagogical, phychological literature, studies of art, related to the analysed topic, to show the conception of visual thinking, to present the survey of history coursebooks polygraphic development and the survey of illustrations art change, to research educational premises in the development of visual thinking. In this work the... [to full text]