This transversal and transilient thought-experiment explores the application and significance of Japanese animism for environmental education and environmental philosophy. Through the exploration of indigenous knowledge found in Japanese folklore and Japanese Buddhism, the thought-experiment offers a critique of a certain strand of contemporary…

Introduction: Computers and the applications of today's high technology can simulate reality so realistically that virtuality has become part of both children's and adults' lifestyles (Nagy & Kölcsey, 2017; Szécsi, 2012). However, it did not emerge with the computer applications, but with human thinking and part of that, the virtual conception…

Stories are a place where magical things happen, where ideas are challenged, where the imagination runs free and questions are asked. They are a safe place, where the reader can walk about with new identities, try new ideas, process life's ups and downs and make new meanings. This makes stories the perfect place for creative learning. In this…

It is the third week that Ms. Sotto's preschool classroom has been turned into an airport. The literacy center is a ticket counter, with a travel agency complete with child-made passports, tickets, and travel brochures. What is happening in Ms. Sotto's classroom is an example of what most early childhood educators mean when they talk about…

Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. In "The Classrooms All Young Children Need", Patricia M. Cooper takes a synoptic view of Paley's many books and articles,…

Describes a method aimed at teaching students to trust their imaginations and channel their fantasies toward purposeful ends. (RB)

Describes techniques for teaching fantasy to junior high school students. (DD)

Uses summaries and excerpts from ERIC documents to define fantasy, examine its attraction for children, and describe how fantasy may be selected and used in the elementary school classroom. (DD)

Describes a learning strategy which emphasizes the importance of fantasies as meaningful experiences in promoting intuitive and subjective thought. A sample fantasy essay is provided. (BC)

Advocates encouraging children to write about what they know best--the rich fantasy worlds they create in play. (Author)

Written to encourage imaginative approaches to teaching writing, this paper contains ideas for developing writing skills by encouraging creative writing, formal analysis, and criticism despite the traditional lack of literary analysis in the creative writing classroom. In addition to including teaching techniques for practicing literary skills…

By consciously examining a structured fantasy, one learns through visual imagination from the process, and the information from the fantasy becomes readily accessible. This concept can be applied to changing negative self-images as well as to acquiring information. The article provides methods and guidelines for its classroom application. (LPG)

Teaching with imagery can help students focus on lessons, retain information, improve psychomotor skills, and accept themselves and others. (Author)

Describes the development of a program that used fantasy characters and images to improve the spelling of children. (FL)

A study examined whether it was possible to teach five children (ages 5-6) with autism to use symbolic pretend play. The intervention used structure, affect, and repetition and progressively faded out the structuring over three phases. All of the children were able to use some symbolic acts within play. (Contains references.) (CR)