The idea that science is a blueprint for research, and imagination gives research its life and purpose inspired this comprehensive explanation of research methodology. The authors' decades of experience have revealed that research is a craft requiring judgment and creativity, not simply memorization and application of the rules of science. Whether one is conducting an intimate one-on-one interview or a large-scale examination of an entire society, human imagination and scientific principles of inquiry go hand in hand. To that end, this book emphasizes scientific method, but also acknowledges its critics. It covers a wide variety of data-collection techniques, but presents them as reinforcing rather than competing with one another, thus striking a balance between qualitative and quantitative methods. It is designed for students and instructors who want a comprehensive treatment of a variety of research techniques with special emphasis on qualitative approaches.
In the provocative opening essay Kenway and Fahey explore ways in which the notion of the imagination itself might be mobilized by researchers. They are encouraged to develop 'defiant' global imaginations and communities with the capacities to think, 'be' and 'become' differently in a world of research increasingly governed by rampant reductionist rationality. To support this view there follows a series of detailed interviews with some of the world's leading intellectuals where the editors explore what it might mean to globalize the research imagination. The interviewees, Arjun Appadurai, Raewyn Connell, Doreen Massey, Aihwa Ong, Fazal Rizvi and Saskia Sassen, are foremost in their research fields and their views related here are both influential and inspirational. This thought-provoking book for students and researchers identifies and critically interrogates the various ways in which globalization reshapes research investigates the challenges that globalization poses for the social sciences and humanities creates an understanding of how globalization is transforming the practice of research and doctoral research training Progressive researchers in the social sciences and humanities urgently need to decide for themselves how best to globalize research methodologies and communities, and this book will be an invaluable resource for them.
The idea of the imagination is as evocative as it is elusive. Not only does the imagination allow us to project ourselves beyond our own immediate space and time, it also allows us to envision the future, as individuals and as collectives. The radical imagination, then, is that spark of difference, desire and discontent that can be fanned into the flames of social change. Yet what precisely is the imagination and what might make it ‘radical’? How can it be fostered and cultivated? How can it be studied and what are the possibilities and risks of doing so? This book seeks to answer these questions at a crucial time. As we enter into a new cycle of struggles marked by a worldwide crisis of social reproduction, scholar-activists Max Haiven and Alex Khasnabish explore the processes and possibilities for cultivating the radical imagination in dark times. A lively and crucial intervention in radical politics, social research and social change, and the collective visions and cultures that inspire them.
Imagination allows individuals and groups to think beyond the here-and-now, to envisage alternatives, to create parallel worlds, and to mentally travel through time. Imagination is both extremely personal (for example, people imagine unique futures for themselves) and deeply social, as our imagination is fed with media and other shared representations. As a result, imagination occupies a central position within the life of mind and society. Expanding the boundaries of disciplinary approaches, the Handbook of Imagination and Culture expertly illustrates this core role of imagination in the development of children, adolescents, adults, and older persons today. Bringing together leading scholars in sociocultural psychology and neighboring disciplines from around the world, this edited volume guides readers towards a much deeper understanding of the conditions of imagining, its resources, its constraints, and the consequences it has on different groups of people in different domains of society. Summarily, this Handbook places imagination at the center, and offers readers new ways to examine old questions regarding the possibility of change, development, and innovation in modern society.
This book investigates the concept and practises of imaginative teaching. Since Rudolf Steiner (founder of the Waldorf schools) wrote extensively on the subject and is renowned for his contributions to education, his work is used to develop insights into the nature of 'imaginative teaching'. Given the societal changes since Steiner's time, however, the topic is further developed by examining imaginative teaching in three Steiner primary classrooms, using the methodological means of ethnography and phenomenology. The insights gained from this undertaking are used to re-theorise aspects of Steiner's writings about imagination and holistic education. In this study it is argued that imaginative teaching is made up of three modes of pedagogy and seven teaching methods, and that these modes and methods form a most potent means for connecting children with aesthetic, intellectual and physical development.
Though many psychological theories refer to imagination as a relevant phenomena, we still lack knowledge about imaginative processes. The book “The Method of Imagination” is aimed at expanding the knowledge about imaginative processes as higher mental function, by starting from the empirical and phenomenological studies. The volume is an innovative multidisciplinary exploration in the study of imaginative processes as complex phenomena. It covers a wide range of fields, from psychology to sociology, from art and design to marketing and education. The book gathers young and experienced scholars from 6 different countries worldwide, providing a fresh look into the theoretical, methodological and applicative aspects of imagination studies. The audience for this book includes scholars and students in social and human sciences interested in the study and the use of imaginative processes. The volume can be also used as textbook/integrative reading in undergrad and master courses.
Imagination is celebrated as our vehicle for escape from the mundane here and now. It transports us to distant lands of magic and make-believe. It provides us with diversions during boring meetings or long bus rides. It enables creation of new things that the world has never seen. Yet the focus on imagination as a means of escape from the real world minimizes the fact that imagination seems also to furnish us with knowledge about it. Imagination seems an essential component in our endeavor to learn about the world in which we live—whether we're planning for the future, aiming to understand other people, or figuring out whether two puzzle pieces fit together. But how can the same mental power that allows us to escape the world as it currently is also inform us about the world as it currently is? The ten original essays in Knowledge Through Imagination, along with a substantial introduction by the editors, grapple with this neglected question; in doing so, they present a diverse array of positions ranging from cautious optimism to deep-seated pessimism. Many of the essays proceed by considering specific domains of inquiry where imagination is often employed—from the navigation of our immediate environment, to the prediction of our own and other peoples' behavior, to the investigation of ethical truth. Other essays assess the prospects for knowledge through imagination from a more general perspective, looking at issues of cognitive architecture and basic rationality. Blending perspectives from philosophy of mind, cognitive science, epistemology, aesthetics, and ethics, Knowledge Through Imagination sheds new light on the epistemic role of imagination.
Omar Khayyam’s Secret: Hermeneutics of the Robaiyat in Quantum Sociological Imagination is a twelve-book series of which this book, subtitled New Khayyami Studies: Quantumizing the Newtonian Structures of C. Wright Mills’s Sociological Imagination for A New Hermeneutic Method, is the first volume. Each book is independently readable, although it will be best understood as a part of the whole series. In the overall series, the transdisciplinary sociologist Mohammad H. Tamdgidi shares the results of his decades-long research on Omar Khayyam, the enigmatic 11th/12th centuries Persian Muslim sage, philosopher, astronomer, mathematician, physician, writer, and poet from Neyshabour, Iran, whose life and works still remain behind a veil of deep mystery. Tamdgidi’s purpose has been to find definitive answers to the many puzzles still surrounding Khayyam, especially regarding the existence, nature, and purpose of the Robaiyat in his life and works. To explore the questions posed, he advances a new hermeneutic method of textual analysis, informed by what he calls the quantum sociological imagination, to gather and study all the attributed philosophical, religious, scientific, and literary writings of Khayyam. In this first book of the series, following a common preface and introduction to the series, Tamdgidi develops the quantum sociological imagination method framing his hermeneutic study in the series as a whole. In the prefatory note he shares the origins of this series and how the study is itself a moment in the trajectory of a broader research project. In his introduction, he describes how centuries of Khayyami studies, especially during the last two, have reached an impasse in shedding light on his enigmatic life and works, especially his attributed Robaiyat. The four chapters of the book are then dedicated to developing the quantum sociological imagination as a new hermeneutic method framing the Khayyami studies in the series. The method builds, in an applied way, on the results of Tamdgidi’s recent work in the sociology of scientific knowledge, Liberating Sociology: From Newtonian Toward Quantum Imagination: Volume 1: Unriddling the Quantum Enigma (2020), where he explored extensively, in greater depth, and in the context of understanding the so-called “quantum enigma,” the Newtonian and quantum ways of imagining reality. In this first book, he shares the findings of that research in summary amid new applied insights developed in relation to Khayyami studies. In the first chapter, Tamdgidi raises a set of eight questions about the structure of C. Wright Mills’s sociological imagination as a potential framework for Khayyami studies. In the second chapter, he shows how the questions are symptomatic of Newtonian structures that still continue to frame Mills’s sociological imagination. In the third chapter, the author explores how the sociological imagination can be reinvented to be more in tune with the findings of quantum science. In the last chapter, the implications of the quantum sociological imagination for devising a hermeneutic method for new Khayyam and Robaiyat studies are outlined. In conclusion, the findings of this first book of the Omar Khayyam’s Secret series are summarized. CONTENTS About OKCIR—i Published to Date in the Series—ii About this Book—iv About the Author—vi Note on Transliteration—xv Acknowledgments—xvii Preface to the Series: Origins of This Study—1 Introduction to the Series: The Enigmatic Omar Khayyam and the Impasse of Khayyami Studies—9 CHAPTER I—The Promise and the Classical Limits of C. Wright Mills’s Sociological Imagination—27 CHAPTER II—The Newtonian Way of Imagining Reality, Society, Sociology, and Khayyami Studies—61 CHAPTER III—Quantum Sociological Imagination As A Framework for New Khayyami Studies—109 CHAPTER IV—Hermeneutics of the Khayyami Robaiyat in Quantum Sociological Imagination: Source Availability and Matters of Secrecy—177 Conclusion to Book 1: Summary of Findings—215 Appendix: Transliteration System and Book 1 Glossary—225 Book 1 Cumulative Glossary of Transliterations—238 Book 1 References—243 Book 1 Index—251
This book discusses that imagination is as important to thinking and reasoning as it is to making and acting. By reexamining our philosophical and psychological heritage, it traces a framework, a conceptual topology, that underlies the most disparate theories: a framework that presents imagination as founded in the placement of appearances. It shows how this framework was progressively developed by thinkers like Plato, Aristotle, Descartes, and Kant, and how it is reflected in more recent developments in theorists as different as Peirce, Saussure, Wittgenstein, Benjamin, and Bachelard. The conceptual topology of imagination incorporates logic, mathematics, and science as well as production, play, and art. Recognizing this topology can move us past the confusions to a unifying view of imagination for the future.
Imagination for Inclusion offers a reconsideration of the ways in which imagination engages and empowers learners across the education spectrum, from primary to adult levels and in all subject areas. Imagination as a natural, expedient, and exciting learning tool should be central to any approach to developing and implementing curriculum, but is increasingly undervalued as learners progress through the education system; this disregards not only imagination’s potential, but its paramount place in informing truly inclusive approaches to teaching and learning. This book presents a new theory of imagination and includes discussion about its application to teaching and learning to increase the engagement of disaffected students and reinvigorate their relationships with curriculum content. Chapters include key ideas and discussion surrounding the benefits of introducing imaginative practices into the classroom for learners from a range of marginalised backgrounds, such as young people with disabilities and adult learners from socio-economically disadvantaged environments. In exploring imagination in the practice of inclusive education, the book includes chapters from researchers and practitioners in education who have fresh ideas about how learners and teachers have benefited from introducing imaginative pedagogies. The diverse collection, featuring writers with backgrounds from early childhood to adult education, will be essential reading for academics and researchers in the fields of education, inclusive education, social policy, professional development, teacher education and creativity. It will be of particular interest to current and pre-service teachers who want to develop inclusive practice and increase the engagement of all students with formal education.
