This book looks at the role of the imagination in science, from both philosophical and psychological perspectives. These contributions combine to provide a comprehensive and exciting picture of this under-explored subject.
The idea that science is or should be value-free, and that values are or should be formed independently of science, has been under fire by philosophers of science for decades. Science and Moral Imagination directly challenges the idea that science and values cannot and should not influence each other. Matthew J. Brown argues that science and values mutually influence and implicate one another, that the influence of values on science is pervasive and must be responsibly managed, and that science can and should have an influence on our values. This interplay, he explains, must be guided by accounts of scientific inquiry and value judgment that are sensitive to the complexities of their interactions. Brown presents scientific inquiry and value judgment as types of problem-solving practices and provides a new framework for thinking about how we might ethically evaluate episodes and decisions in science, while offering guidance for scientific practitioners and institutions about how they can incorporate value judgments into their work. His framework, dubbed “the ideal of moral imagination,” emphasizes the role of imagination in value judgment and the positive role that value judgment plays in science.
The first-ever book on the science of imagination, which sheds light on both the complex inner-workings of our mind and the ways in which we can channel imagination for a better life. We don’t think of imagination the way that we should. The word is often only associated with children, artists and daydreamers, but in reality, imagination is an integral part of almost every action and decision that we make. Simply put, imagination is a person’s ability to create scenarios in his or her head: this can include everything from planning a grocery list, to honing a golf swing, to having religious hallucinations. And while imagination has positive connotations, it can also lead to decreased productivity and cooperation, or worse, the continuous reliving of past trauma.The human brain is remarkable in its ability to imagine—it can imagine complex possible futures, fantasy worlds, or tasty meals. We can use our imaginations to make us relaxed or anxious. We can imagine what the world might be, and construct elaborate plans. People have been fascinated with the machination of the human brain and its ability to imagine for centuries. There are books on creativity, dreams, memory, and the mind in general, but how exactly do we create those scenes in our head? With chapters ranging from hallucination and imaginary friends to how imagination can make you happier and more productive, Jim Davies' Imagination will help us explore the full potential of our own mind.
Sha concludes that both fields benefited from thinking about how imagination could cooperate with reason—but that this partnership was impossible unless imagination's penchant for fantasy could be contained.
This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ science), reviews the existing empirical evidence regarding its role in the learning process, and points out its implications for pedagogy and instructional practices. Examples from physical science illustrating its implementation in the classroom are also discussed. In distinguishing between ‘participation in a science activity’ and ‘engagement with science ideas per se’, the book emphasizes the central role of imaginative engagement with science content knowledge, and thus the potential of the recommended imaginative approaches to attract students to the world of science.
"(This work) promises to raise the level and transform the nature of discourse on the relations of Christianity and science . . . (Funkenstein) leaps fearlessly from one philosophical mountaintop to another, comparing and contrasting doctrines in an amazing display of intellectual dexterity. The result is a bold study of ideas . . . bristling with insight and perceptive reinterpretation of familiar episodes in the history of natural philosophy".--David C. Lindberg, "Journal of the History of Medicine". *Lightning Print On Demand Title
Presents an illustrated examination of the impact of the film "Star Wars" on the culture of technological advancement, providing information on the how the future develop in two key areas, transportation and robotics.
In this new study, Cristina Chimisso explores the work of the French Philosopher of Science, Gaston Bachelard (1884-1962) by situating it within French cultural life of the first half of the century. The book is introduced by a study - based on an analysis of portraits and literary representations - of how Bachelard's admirers transformed him into the mythical image of the Philosopher, the Patriarch and the 'Teacher of Happiness'. Such a projected image is contrasted with Bachelard's own conception of philosophy and his personal pedagogical and moral ideas. This pedagogical orientation is a major feature of Bachelard's texts, and one which deepens our understanding of the main philosophical arguments. The primary thesis of the book is based on the examination of the French educational system of the time and of French philosophy taught in schools and conceived by contemporary philosophers. This approach also helps to explain Bachelard's reception of psychoanalysis and his mastery of modern literature. Gaston Bachelard: Critic of Science and the Imagination thus allows for a new reading of Bachelard's body of work, whilst at the same time providing an insight into twentieth century French culture.