• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 324
  • 252
  • 170
  • 70
  • 43
  • 20
  • 17
  • 13
  • 11
  • 10
  • 10
  • 10
  • 10
  • 10
  • 10
  • Tagged with
  • 1156
  • 173
  • 147
  • 101
  • 98
  • 94
  • 93
  • 88
  • 80
  • 66
  • 66
  • 64
  • 62
  • 60
  • 56
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Die Phantasie in der neueren psychologischen Literatur Zusammenfassung und Kritik ...

Gerstacker, Wilhelm, January 1935 (has links)
Inaug.-diss.--Münich. / Lebenslauf. "Literaturverzeichnis": p. i-xiv.
2

The diagnosis of mental imagery ...

Fernald, Mabel Ruth. January 1900 (has links)
Thesis (Ph. D.)--University of Chicago, 1910. / "Published as a monograph supplement no. 58 of the Psychological review, 1912." Bibliography: p. [163]-169.
3

Pedagogy of the imagination

Frein, Mark 11 1900 (has links)
The imagination is a concept in educational thought that has proven time-tested like few other educational ideas. What attracts so many educators to the imagination continues to be its associations with individuality, creativity, empathy, and social transformation. These associations are the direct legacy of the Romantic revolution in aesthetics, philosophy, and religion. It is difficult, if not impossible, to separate this Romantic legacy from current use of the imagination in educational thought. There is, however, a deep tension in the use of the imagination in education discourse — the imagination, for Romantic poets such as Wordsworth, Coleridge, Shelley, and Blake was strongly positioned against pre-Romantic understandings of mind, morality, and poetry. Thinkers seeking to bring the Romantic imagination into theories of schooling have wrestled with these Romantic associations with varying degrees of success. While many educators still believe that imagination is generally a good thing and ought to be a focus of educational effort, the purpose of such effort is no longer as clear as it was for the Romantics. Why should we educate for imagination? How should children "use" their imaginations and for what ends? These are questions that are often addressed in passing in educational discourse or assumed to need no answer at all. What needs to be reconstructed, I believe, is a sense of what is at stake in the education of what we have called the "imagination".
4

Die Phantasie in der neueren psychologischen Literatur Zusammenfassung und Kritik ...

Gerstacker, Wilhelm, January 1935 (has links)
Inaug.-diss.--Münich. / Lebenslauf. "Literaturverzeichnis": p. i-xiv.
5

Mental imagery experimentally and subjectively considered,

Lay, Wilfrid, January 1898 (has links)
Thesis (Ph. D.)--Columbia University, 1898. / Published also in the Psychological review. Monograph supplements. v. 2, no. 3.
6

Imagination, an ordinary person's bridge to the experience of God

Starek, Elizabeth Ann. January 1986 (has links)
Thesis (M.T.S.)--Catholic Theological Union, 1986. / Includes bibliographical references (leaves 116-118).
7

Pedagogy of the imagination

Frein, Mark 11 1900 (has links)
The imagination is a concept in educational thought that has proven time-tested like few other educational ideas. What attracts so many educators to the imagination continues to be its associations with individuality, creativity, empathy, and social transformation. These associations are the direct legacy of the Romantic revolution in aesthetics, philosophy, and religion. It is difficult, if not impossible, to separate this Romantic legacy from current use of the imagination in educational thought. There is, however, a deep tension in the use of the imagination in education discourse — the imagination, for Romantic poets such as Wordsworth, Coleridge, Shelley, and Blake was strongly positioned against pre-Romantic understandings of mind, morality, and poetry. Thinkers seeking to bring the Romantic imagination into theories of schooling have wrestled with these Romantic associations with varying degrees of success. While many educators still believe that imagination is generally a good thing and ought to be a focus of educational effort, the purpose of such effort is no longer as clear as it was for the Romantics. Why should we educate for imagination? How should children "use" their imaginations and for what ends? These are questions that are often addressed in passing in educational discourse or assumed to need no answer at all. What needs to be reconstructed, I believe, is a sense of what is at stake in the education of what we have called the "imagination". / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
8

Imagination and poetic witness

Matlak, Robert Paul. January 1900 (has links)
Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 152-158).
9

Motorische Imagination in Hypnose chronometrische Parameter und elektrokortikale Korrelate

Konradt, Brigitte January 2005 (has links)
Zugl.: Bonn, Univ., Diss., 2005
10

The social imaginary and social imagination

Peake, Bryce. January 2009 (has links)
Thesis (M.A.)--Brandeis University, 2009. / Title from PDF title page (viewed on May 29, 2009). Includes bibliographical references.

Page generated in 0.1229 seconds