Confronté à la question de l’actualité de la philosophie, celle en devenir, Adorno a ciblé une tâche pressante, à savoir l’interprétation d’un monde qui laisse les individus insatisfaits. L’imagination en a été désignée l’organon. À partir d’éléments disséminés au sein d’une œuvre qui s’étale sur près de cinq décennies (1924-1969), ce mémoire tente de reconstruire la réflexion qu’il a entretenu au sujet de cette faculté. Une première section s’attache à la détailler la critique qu’Adorno a élaborée au sujet du rôle de l’imagination productrice et reproductrice dans la théorie de la connaissance kantienne. Notre attention se déplace dans un second temps vers l’esthétique adornienne et l’importance que réserve celle-ci à la sublimation. Enfin, le troisième chapitre interroge le thème de l’interdit de l’image et les limites qu’il impose au potentiel critique de l’imagination. / Confronted with the question of the actuality of philosophy, Adorno targeted a pressing task, namely the interpretation of a world that leaves individuals unsatisfied. Imagination was designated the organon of such a task. From elements scattered throughout a body of work that spans nearly five decades (1924-1969), this dissertation attempts to reconstruct his thinking regarding this faculty. The first section focuses on Adorno's critique of the role of the productive and reproductive imagination in the Kantian theory of knowledge. Our attention then shifts to Adorno's aesthetics and its emphasis on sublimation. Finally, the third chapter interrogates the theme of the ban on the images and the limits it imposes on the critical potential of the imagination.

In a third space, the boundaries between educational contexts and school disciplines are blurred to look at content from multiple perspectives. Out-of-school organisations, like museums, can offer educational resources that launch a museum-school partnership into a third space. This thesis describes the conceptualisation and validation of such a third space. An interdisciplinary museum programme that supports the cooperation between museum educators and teachers to encourage students in an art-based exploration of science issues is presented. A systematic comparison of the museum programme with the established Framework for Museum Practice resulted in applicable design recommendations for informal educators and schools that strive for a third space. Within an art-based science teaching strategy, this thesis additionally analysed students’ transformative aesthetic experiences and what role imagination plays in those. A newly developed visual analysis indicates how the museum programme offers students opportunities to look at complex aspects of the world depicted by contemporary art and to discern and value their intricacy. The results show how the interdisciplinary approach to science issues allows links between the conceptual and the emotional. By using their own eyes and each other’s company, students observe and create science-related art, expanding their knowledge, perceptions, values, and feelings. It is the imagination that drives cognitive operations, enabling students to envision other perspectives while at the same time considering their own subjectivity. With the conceptualisation of a third space, this thesis coins a suggestion to put the purpose of ‘subjectification’ into science education practice. In addition, it strengthens the position of Arts (A) in Science Technology Engineering Arts and Mathematics (STEAM) education by indicating the benefits of combining the cognitive with the affective and using the hands in conjunction with the head. / Students can discover the complexities of images, objects, and aspects of the world with their powerful eyes. With their imaginative minds, they can envision diverse perspectives while at the same time considering their own subjectivity. This thesis shows that by using their eyes and imagination in an art-based exploration of science issues, students can expand their knowledge, perceptions, values, and feelings. The presented art-based teaching approach is enveloped by an interdisciplinary museum programme that allows links between the conceptual and the emotional. Its design is conceptualised in this thesis as a third space, crossing boundaries between educational contexts and school disciplines. Guidelines are offered to support museum-school partnerships and an instructional design that builds on the framework of transformative aesthetic experiences. In addition, embodied and intuitive aspects of the imagination in conjunction with rationality about science issues, direct a discussion about the purpose of ‘subjectification’ in science education.

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[pt] Smiljan Radić é um arquiteto chileno que tem se destacado internacionalmente por suas obras que apresentam um teor enigmático. Sua prática é marcada pela experimentação com a matéria bruta e a investigação de seus significados sociais, sensoriais e simbólicos, onde o interesse está concentrado na criação de atmosferas que transcendam o senso comum da visualidade arquitetônica. Sua retórica assim como sua produção autoral, composta por narrativas textuais e imagéticas, evidenciam o caráter subjetivo e poético de seu trabalho, acrescentando um ingrediente subterrâneo que faz com que suas obras se relacionem diretamente com os campos da imaginação, do inconsciente e da memória. O argumento que está aqui implícito é o de que na arquitetura de Smiljan Radić, ou pelo menos em parte dela, a função do real e a função do irreal se fundem em um todo arquitetônico inovador. Para tratar das obras do arquiteto chileno e de seus processos criativos, nos aprofundamos nas bases de formação da geração de arquitetos chilenos da qual Radić faz parte. Por sua vez encontramos nas vanguardas surrealista, situacionista e no conjunto de grupos que se convencionou chamar de Arquitetura Radical parte importante do referencial prático e teórico que apontam para uma condição de infiltração mútua entre os domínios da realidade e da imaginação. É a partir desta ótica que investigamos os métodos e processos criativos de Radić. Assim, a partir da análise de duas obras relevantes do início do milênio – Restaurante Mestizo e a Casa para El Poema Del Ángulo Recto - identificamos e desenvolvemos temas inerentes à abordagem do binômio imaginação mais realidade construída, buscando traçar relações entre seus processos de criação e o referencial teórico abordado, assim como identificar os efeitos provocados por estas obras no âmbito da experiência. / [en] Smiljan Radić is a Chilean architect who has stood out internationally for his enigmatic works. His practice is marked by experimentation with raw matter and the investigation of its social, sensorial and symbolic meanings, where the interest is concentrated in creating atmospheres that trancend the common sense of architectural visuality. His rhetoric as well as his authorial production, composed of textual and imagistic narratives, evidence the subjective and poetic character of his work, adding an underground ingredient that makes his works directly related to the fields of the imagination, the unconscious and memory. The argument implied here is that in the architecture of Smiljan Radić, or at least in part of it, the function of the real and the function of the unreal merge into an innovative architectural whole. In order to deal with the works of the Chilean architect and his creative processes, we delve into the formation bases of the Chilean architects generation of which Radić is a part. On the other hand, we find in the surrealistic, situationist vanguards and in the set of groups that have been called Radical Architecture, an important part of the practical and theoretical referential that point to a condition of mutual infiltration between the domains of reality and imagination. It is from this point of view that the methods and creative processes of Radić will be investigated. Thus, from the analysis of two relevant works from the beginning of the millennium - Restaurante Mestizo and Casa para El Poema Del Ángulo Recto - we identify and develop themes inherent to the binomial approach to the imagination plus built reality, seeking to draw relationships between its creation processes and construction, and the theoretical reference approach, as well as to identify the effects caused by these works in the scope of experience.

Many attempts have been made to explain the nature of auditory verbal hallucinations (AVH) or the phenomenon of “hearing voices”. In the contemporary discussion of auditory verbal hallucinations, the raw material of the voices of AVH is seen as either inner speech, a spontaneously activated auditory experience, or imagined speech. Some contemporary theories of AVH are self-proclaimed self-monitoring theories which claim that AVH are the result of a failure of self-monitoring of some raw material, while other theories claim that AVH are produced without a self-monitoring failure. In this paper, I argue that even the theories that claim to not rely on self-monitoring, are in fact selfmonitoring theories. I argue that any viable theory of AVH will need to be a self-monitoring theory. Further, I argue that Daniel Gregory’s imagined speech self-monitoring theory is the most parsimonious and complete of the explanatory theories of AVH since it is able to explain characteristics that other theories cannot, including AVH that take place in what seem to be the voices of others, perceived spatial location, intensity of sound, multiple voices, and the intermittent nature of AVH. Further, I show that the imagined speech theory can be well integrated into a general understanding of schizophrenia, while still retaining its explanatory power for all populations that experience AVH, not just schizophrenics, and that for these reasons, it is the strongest contemporary explanatory theory of auditory verbal hallucinations. / Många försök har gjorts för att förklara naturen av auditiva verbala hallucinationer (AVH) eller fenomenet att "höra röster". I den samtida diskussionen om auditiva verbala hallucinationer ses råmaterialet till rösterna i AVH som antingen inre tal, en spontant aktiverad auditiv upplevelse, eller inbillat tal. Vissa samtida teorier om AVH är självutnämnda teorier om självövervakning som hävdar att AVH är resultatet av ett misslyckande i självövervakningen av något råmaterial, medan andra teorier hävdar att AVH produceras utan ett misslyckande i självövervakning. I den här uppsatsen hävdar jag att även de teorier som påstår att de inte är beroende av självövervakning i själva verket är det. Jag hävdar att varje användbar teori om AVH måste vara en teori om självövervakning. Vidare argumenterar jag att Daniel Gregorys Imagined Speech Theory är den mest sparsamma och fullständiga av de förklarande teorierna om AVH eftersom den kan förklara egenskaper som andra teorier inte kan förklara, inklusive AVH som äger rum i vad som verkar vara andras röster, upplevd rumslig placering, ljudintensitet, flera röster och AVH:s intermittenta karaktär. Vidare visar jag att The Imagined Speech Theory kan integreras väl i en allmän förståelse av schizofreni, samtidigt som den behåller sin förklaringskraft för alla populationer som upplever AVH, inte bara schizofreniker, och att den av dessa skäl är den starkaste samtida förklaringsteorin för auditiva verbala hallucinationer. / De nombreuses tentatives ont été faites pour expliquer la nature des hallucinations auditives verbales (HAV) ou le phénomène des "voix entendues". Dans la discussion contemporaine sur les hallucinations auditives verbales, la matière première des voix des HAV est considérée comme étant soit un discours intérieur, soit une expérience auditive activée spontanément, soit un discours imaginé. Certaines théories contemporaines de l'HVA sont des théories autoproclamées d'autosurveillance qui prétendent que l’HVA est le résultat d'un échec d'autosurveillance d'une certaine matière première, tandis que d'autres théories prétendent que l’HVA est produite sans échec d'autosurveillance. Dans cet essai, je soutiens que même les théories qui prétendent ne pas reposer sur une autosurveillance, sont en fait des théories d'autosurveillance. Je soutiens que toute théorie viable de l’HAV devra être une théorie d'autosurveillance. En outre, je soutiens que la théorie de l'autosurveillance de la parole imaginée (The Imagined Speech Theory) de Daniel Gregory est la plus parcimonieuse et la plus complète des théories explicatives de l’HAV puisqu'elle est capable d'expliquer des caractéristiques que les autres théories ne peuvent pas expliquer, y compris les HAV qui a lieu dans ce qui semble être la voix des autres, la localisation spatiale perçue, l'intensité du son, les voix multiples et la nature intermittente. En outre, je montre que la théorie de la parole imaginée peut être bien intégrée dans une compréhension générale de la schizophrénie, tout en conservant son pouvoir explicatif pour toutes les populations qui font l'expérience des HAV, pas seulement les schizophrènes, et que pour ces raisons, c'est la théorie explicative contemporaine la plus solide des hallucinations auditives verbales.

This dissertation illustrates the cultural dimension of globalization by examining how the ascendance of South Korean popular culture, i.e., the Korean Wave, reshapes the global imagination and transforms the locality of Korean Americans in Philadelphia. As an ethnographic global media study, I conducted in-depth interviews and participated in Korean cultural events/meetings, as well as visited the sites of living for Korean Americans in the Philadelphia metropolitan area. My research finds that advances in the digitalized media environment made my informants consume copious transnational Korean media every day and individualized their media consumption. Accordingly, their perceptions of Korea/Asia/U.S.’s places in the world are complicated and their ethnic identity has become significant. Their global imaginations also intersect with negotiating gender roles, perceiving attractiveness, and planning future paths. This shift contributes to construction of the in-between identities of Korean Americans by denaturalizing ideas and cultural elements in both Korea and the U.S. Most distinctively, the rise of the Korean Wave stimulates global imagination among young second generation Korean Americans to aspire to and operate their agency in a transnational context that their parents’ generation barely anticipated. Finally, the upsurge of the Korean Wave drives Korean Americans to participate in transforming localities rooted in thickened connectivities and activities centering on Korean popular culture across intra/inter-ethnic groups locally and globally. This conversely facilitates intense engagement and belonging in the local spaces of community among Korean Americans. My study shows how transnational media flow under conditions of globalization positively influences immigrants to embrace their own ethnic identities and local spaces. On the other hand, it implies that there should be further examination of different boundaries of global imagination rooted in gender/class differences as well as race/ethnicity. / Media & Communication

[pt] Esta dissertação analisa como histórias sobre refugiados podem divergir da narrativa previsível de perseguição e sofrimento que é esperada deles, sem desconsiderar a violência envolvida em seu deslocamento. Refugiado se tornou uma categoria discursiva que delineia uma figura de proteção abstrata e despolitizada, e que na última década tem sido usada em oposição ao migrante entendido como um fardo. Como todas as experiências, as dos refugiados excedem as categorias impostas a eles. Sua especificidade é que seu excesso ameaça a ordem internacional. Eles são enquadrados como uma exceção temporária, ainda que inevitável, até que a normalidade – a cidadania – seja restaurada. A análise relaciona a construção da categoria de refugiado com uma linguagem estável que garanta previsibilidade num sistema de estados em que a mobilidade precisa ser controlada. Em seguida, mostra que até a linguagem mais categórica depende de uma ambivalência, por meio da qual os sentidos podem ser desestabilizados, ainda que sejam capturados novamente. Sugerindo que a linguagem é chave para se questionar o ideal regulativo espacial do pertencimento político, a dissertação analisa textos e filmes de ficção e não ficção que, nos últimos dez anos e em diferentes países, criaram formas mais instáveis de representação de refugiados, deslocando e rearrumando seus lugares espaciais e cognitivos. Com atenção a narrativas, seus enredos, personagens e escolhas formais, a dissertação mostra como pessoas denominadas refugiadas vivem nas fronteiras dessa categoria, para além da vitimização. Por meio de debates sobre visibilidade/invisibilidade, fronteiras e agência provocados pelas histórias, a análise começa com uma discussão sobre a dificuldade de se abandonar uma categoria ainda necessária para justificar proteção e chega à possibilidade de ressignificar narrativas sobre refugiados levando imaginação à vida, uma politização que está constitutivamente ausente da figura do refugiado. / [en] This dissertation examines how stories about refugees can dissent from the predictable narrative of persecution and suffering expected of them without disregarding the violence involved in their displacement. The refugee has become a discursive category framing an abstracted and depoliticized figure of protection, one that in the last decade has been used in opposition to the migrant understood as a burden. As with all lives, the experiences of refugees exceed the categories imposed on them. Their specificity is that their excess threatens a disturbance of the international order. They are framed as a temporary even if inevitable exception until normalcy – citizenship – is restored. The analysis connects the making of refugeeness to a stable language that guarantees predictability in a system of states in which movement must be controlled. It then shows that even the most categorical language depends on ambivalence that can destabilize rigid meanings, although those are captured again. Suggesting that language is key to questioning the spatial regulative ideal of political belonging, the dissertation examines fictional and non-fictional prose, feature films and documentaries that, in the last ten years and in different countries, have created more unstable representations of refugees, rearranging their spatial and cognitive places. Through a close look at the narratives, their plots, characters and formal choices, the dissertation shows how unbecoming refugees live in ways other than the expected role of passive victims, unmaking refugeeness. Building on debates about visibility/invisibility, boundaries and agency fostered by the stories, the analysis begins with a discussion on the difficulty of abandoning categories that are still needed to justify protection and proceeds to the possibility of reframing refugees narratives by bringing imagination to life, a politicizing practice that is constitutively absent from the figure of the refugee.

This research builds on previous studies that have documented evidence of Professor Anna Craft’s concept of ‘Possibility Thinking’ (PT) as at the heart of creativity which involves children transitioning from ‘what is this?’ to ‘what can I or we do with this?’ as well as imagining ‘as if’ they were in a different role. My thesis titled “Communicating Possibilities” examines English nursery children's emergent creativity, exploring the three to four-year-old child as an artistic communicator and possibility thinker through a case study approach situated in one primary school in South West England. Three main research questions were posed concerning the ‘what, how, and why’ of creativity when children communicated through art; as well as exploring the nurturing role of others, and identity manifest through voice and learning experience. This doctoral study is essentially interpretivist in nature seeking to explain how people make sense of their social worlds, and is an exploration framed by culturally negotiated, shared meanings, and complex social relations. Data was collected over one school year, in three nine-week research phases by the following ethnographic methods: naturalistic observations; researcher diary; children’s creative journals; and practitioner interviews. These methods were repeated for each phase. Inductive and deductive data analysis was conducted. Undertaken over time as the project unfolded, a grounded theory approach was applied in total to 27 episodes. Micro event analysis of creative behaviours in action and narrative discourses of two kinds: peer-to-peer, and child-to-adult (teacher, early years practitioner, and my researcher dialogue) revealed four broad critical themes: Observing and documenting children’s creativity; What children can do together- recognising differences; Pedagogy of possibilities- developing a role; and The value of artistic communication in the nursery classroom. Each is discussed in terms of the key implications these themes hold for theory, policy, and early years practice.