Search Results (151)

Higher education has long been subject to feminist critique, contesting traditional practices, with calls for transformative pedagogies that empower marginalised students, address social injustices and promote gender equality. Despite this, most classrooms in Western European universities remain largely unchanged, with educators facing the difficulty of imagining and/or enacting decolonial futures within their curricula. However, some progress has been made, particularly the inclusion of transnational scholarship in syllabi and a turn to transformative pedagogies, which allow for alternative ways of interdisciplinary knowing to enter academia. In this paper, we examine this coming together of approaches which promote dialogue and personal reflection to restructure discussions on equality, gender and knowledge production in the ‘classroom’. Using a creative critical account of feminist ethnography conducted at a Western European university, we present and discuss two illustrative vignettes about cultural mapping and critical fabulation, considering how dissonant voices have challenged Western concepts, exemplifying transformative pedagogy working in tandem with transnational thought. Key insights from the study identify approaches for facilitation of more open and richer discussions to reshape staff and student perspectives of gender, equality and knowledge production. Full article

Background/Objectives: Motor creativity is a vital component of preschoolers’ growth and development. However, its underlying determinants remain largely underexplored. This study investigates the interrelationship among playful behavior, social profile, and motor creativity in preschool children, emphasizing its implications for holistic health and development. Methods: A total of 200 children and their kindergarten teachers from Greece participated in the study. The Children’s Playfulness Scale (CPS) was employed to assess the children’s playfulness, while a sociometric test was used to evaluate their social standing within peer groups. Motor creativity was measured through TCAM, a performance-based test focusing on fluency, imagination, and originality. Results: The findings revealed that the dimensions of playful behavior, particularly motor and social playfulness, significantly and positively influenced motor creativity, a core component of physical and mental health in early childhood. Conversely, certain aspects of social behavior had a negative association with imaginative capacities. Conclusions: The study underscores the critical role of movement-based playful activities in fostering children’s physical, emotional, cognitive, and social health. It highlights the need for educators to design developmentally appropriate motor play activities that cultivate creativity and social integration, promoting a balanced and health-oriented early education framework. The results contribute to educational policy and practice by reinforcing the importance of structured motor play in supporting preschoolers’ well-being and comprehensive development. Full article

This study examined the influence of student–teacher relationships and school infrastructure on preschool children’s motor creativity, encompassing fluency, originality, and imagination. Twenty teachers completed the Student–Teacher Relationship Scale for 200 children (10 children per teacher). The research team recorded aspects of the school’s physical environment through Movement Play Scale and assessed children’s motor creativity via the Thinking Creatively in Action and Movement test. The results revealed that dimensions of the student–teacher relationship, such as conflict and dependency, negatively impacted fluency, and originality components of motor creativity. Contrary to expectations, teacher participation in movement activities did not significantly contribute to motor creativity, potentially due to over-direction limiting children’s autonomy. Similarly, the school’s infrastructures were negatively linked to fluency and originality. The findings underscore the importance of nurturing autonomy-supportive environments and balancing guidance with opportunities for independent exploration. Teachers should also invest in adaptable educational spaces to foster creativity without encouraging dependency. This study emphasizes the critical role of supportive relational and environmental factors in shaping preschool children’s creative movement abilities. Full article

Intersectional oppression and invisibility are primary drivers of cognitive and mental health disparities that affect Black women’s wellness. Older Black women additionally experience compounding effects of ageism, which may place them at increased risk for a decline in cognitive functioning and mental wellness. To date, limited strengths-based, culturally relevant programming has focused on aging Black women. Fewer have incorporated Black women elders into conversations on Black liberation and the transformational change needed to create possible futures rooted in equity, healing, and health. This manuscript describes the inception and development of Radical Imagination, a creative aging program for Black women in the San Francisco Bay Area. Over ten weeks, 42 Black women (M age = 73.6, SD = 6.20; range: 58–85 years old) participated in the program, which incorporated brain and mental health education, art-making, storytelling, and photography. Grounded in principles of Afrofuturism and radical healing, participants explored past narratives of Black women and created a collective vision for a future that centers on Black women’s needs. Approximately 54.8% of participants attended more than one workshop. Upon program completion, exit surveys indicated that participants reported a moderate level of hopefulness about their ability to shape the future. Respondents reported overall satisfaction with the workshop series. We conclude with reflections on our process and recommendations for ways to support aging Black women using Afrofuturism and the arts. Full article

Autofiction often interweaves the (phenomenologically) real and the unreal. It is definitionally in some way about the author as a real-life person but also frequently features elements that are impossible by real-life standards, or at least seem highly unlikely. This article argues that autofiction provides a training ground for imaginative acts and has the potential to change our understanding of what is possible, not only in literature but also in life. This article substantiates this hypothesis by integrating models from Text World Theory, Unnatural Narratology, and a Predictive-Processing account of reading, as well as neuroscientific research on the default mode network and on literary writing and reading. The article finally draws on reader responses from the platform “Goodreads” as tentative evidence for how autofictional texts affect intuitions about the (im)possible. Full article

This article investigated the potential of the digital storytelling method, within the setting of an undergraduate digital design studio, to create compelling learning experiences in architectural education. The study explored how enabling students to express their architectural concepts through digital storytelling can impact their visual communication skills and design thinking. Specifically, the research evaluated the effect of this method on student engagement, creativity, and conceptual understanding. The content analysis of student digital stories revealed four emergent categories: informative (educational-informative), inspiring (imagination-personal development), problem-solving (critical solution), and empathy and understanding (social sustainability). The study also observed the beneficial role of information and digital communication technologies in fostering positive student attitudes toward digital storytelling within a social constructivist learning environment. The integration of digital technologies and the exploration of the sources of the students’ conceptual inspiration were key components of this approach. The findings suggest that digital storytelling is a valuable instructional tool for consistently articulating the design process, from the initial concepts to the analysis, visualization, and expression. Furthermore, this method appeared to enhance the students’ creative thinking during the design process and contribute to the development of more robust conceptual design skills. Full article

In this article, I explore Merle Collins’ reworking of poems from the Nelson’s Royal Readers. Focusing on Part V of Ocean Stirrings, I explore Collins’ use of poetic form to represent the mental unravelling and restitching of Louise Langdon Norton Little, the mother of Malcolm X. Louise Litte—a Grenadian migrant woman—is depicted as unmoored by the travails of racism in early twentieth century USA. Louise’s ensuing psychological cataclysm is refracted through the prism of the memories of her grandmother’s Creole voice—an oral text which discursively radicalizes the colonial agenda that was core to the Royal Readers. I argue that Collins is intentional in her use of a decolonized poetic versification to represent Louise Little’s imaginative maneuvering into self-reclamation. Transposing her grief and loss onto the poems learnt when she was a child, Louise is depicted as poetically and creatively harnessing her grandmother’s grassroot wisdom on the value of strategic resilience. This retelling allows Louise to survive the trauma of her incarceration in a U.S. mental hospital and returns her to her Caribbean self: Oseyan. Full article

This study explores the application of Eastern philosophy in craft innovation education, identifying opportunities for interdisciplinary learning. Drawing on the I Ching and Laozi’s thought, it examines human needs in craft across three dimensions: Qi-form (material), Xin-form (psychological), and Dao-form (philosophical). Taiji theory’s Yin–Yang balance highlights the importance of interdisciplinary thinking in craft innovation. This study introduces the “Spiral Innovation Theory” as a framework for craft education, implemented in the 2024 Taiwan Craft Academy Summer Program with 43 participants. The curriculum covered lacquer, wood, metal, and ceramics, employing a multi-mentor system. Using the Learning Motivation Strategies Scale, Imaginative Thinking Scale, and interviews, the findings reveal that different crafts foster distinct creative abilities. The ANOVA results show woodworking enhances ideation, metalwork and ceramics improve fluency, ceramics and woodworking strengthen flexibility, while woodworking and lacquer work boost creativity. A significant correlation between learning motivation and imagination was found. These findings offer insights into future craft education, advocating the dual mentorship model as a strategy for interdisciplinary innovation. Full article

Using Dungeons & Dragons (D&D) as a therapeutic tool is more feasible than previously thought. While role-playing games (RPGs) have existed for decades, their application in therapy can be challenging for those unfamiliar with tabletop gaming. This article explores the history of D&D, its therapeutic applications, and case studies of five individuals (ages 7–19) using RPGs addressing anxiety, depression, Dissociative Identity Disorder (DID), and nightmares. It also examines group therapy settings for individuals with Autism Spectrum Disorder (ASD), LGBTQ adolescents exploring identity, and women in residential treatment for substance use and trauma recovery. Each case study highlights both the successes and challenges of integrating RPGs into therapy, demonstrating how D&D fosters social skills, identity exploration, trauma recovery, and emotional growth. The findings suggest that RPGs are flexible and effective tools for addressing diverse mental health concerns by encouraging emotional exploration and personal development. While the results are promising, further research is needed to assess the long-term impact of RPGs in therapy and their broader clinical applications. Expanding this research could solidify D&D’s role as a valuable therapeutic intervention across various mental health settings. Full article

Can Chat Generative Pre-Trained Transformer or “ChatGPT” and other Large Language Models (LLMs) be used to create challenging and creative assignments for undergraduate students? This article explores the use of ChatGPT as an interview proxy for students. Drawing inspiration from the medical community’s concept of the simulated patient, ChatGPT was employed to act as an imagined proxy for a figure from the world of sports. Students in an undergraduate “Politics of Sport” course conducted interviews with the ChatGPT proxy using questions derived from peer-reviewed academic research. The assignment had two main objectives: to challenge students to engage meaningfully with academic research and apply it to real-world situations by simulating real-world conditions and to help students consider the limitations of ChatGPT when handling real-world scenarios. Despite some issues that arose during the module, student feedback and coursework indicated that this approach was engaging, fun, and creative for students. It is suggested that this method could be effectively applied across various academic disciplines. Full article

The work represented in the following essay explores meaning-making in the context of creating in a digitally saturated culture. The digital imperative, with its binary oppositional structure (ones and zeroes), has increasingly asserted itself as the only option, from learning management systems (LMSs) to nearly all financial transactions, to the deepening gulfs between very rich and very poor, to increased extremes in left- and right-wing politics, and has deepened an already-entrenched binary oppositional thinking in creativity, nature, identity, and how we imagine the future itself, i.e., the extinction ending versus the techno-utopia. Binary oppositional thinking persists when people want simple, direct answers to complex questions. We are living in such a time when anxiety and grief over climate change have left many people with deep uncertainties about the future. How might an embrace of complexity and creativity help us transmute binary oppositional thinking in the face of these challenges? Through personal and scholarly narrative, this study addresses this question through an exploration of narrative experiences. Full article

This article features an interdisciplinary analysis of the aborted Korean apostolate plan (1566–1571) described by the Jesuit missionary Gaspar Vilela (c. 1525–1572) in a letter dated 3 November 1571. This analysis’s foundation rests on Jesuit assumptions regarding the conception of an imagined Korea, a construct that Vilela discerned upon with a confidence that emanated from his awareness of the Jesuit order’s political power. The notion of an imagined Korea arguably drew from a creativity implied by the missionary imagination, an idea evidenced in thinking processes of perspective, positive/negative consubstantiality, radical self-assessment, and reduction advocated by anthropologists increasingly willing to engage with theology. Although Vilela’s plan seems far removed from the relativism of today’s more empathetic missionaries, the letter nonetheless emphasized a somewhat flexible mindset that contravened the ideas of more dogmatic Jesuit Europhiles. The 1571 Vilela letter captured the aspirational rhetoric of the Jesuits who dreamed about Korea, but these missionaries had not yet faced the adversities that would ultimately extinguish the missionary order’s already fragile hopes for a Korean ministry. This article focuses on the second half of the 1571 Vilela letter, while a future article will focus on the first half of the same letter. Full article

Hitherto unnoticed similarities between two short stories by Gustav Meyrink and two of the most renowned and widely read ghost stories of M.R. James are detailed through comparative literary analysis. Specifically, one early occult horror tale of Meyrink, The Plants of Dr. Cinderella (1905), shows no less than about 15 congruences beneath the plot level (concerning specific story requisites) with M.R. James’s ‘Oh, Whistle, and I’ll Come to You, My Lad’ (1904), as does, to the same extent, a later, widely known Meyrink tale (The Cardinal Napellus, 1914) vis-à-vis M.R. James’s Mr Humphreys and His Inheritance (1911). Although direct, conclusive evidence is unavailable, a nexus of circumstantial evidence, building on extensive biographical and bibliographical inquiries, convergently attests to these assumed literary influences on Meyrink: for both cases, the chronology is intact and thus possible; Meyrink was expertly fluent in English and well-connected to England and English literature; and, these borrowings are reminiscent of other, already known originality issues surrounding Meyrink’s work. Altogether, these new discoveries shed fresh light on idiosyncrasies of Meyrink’s creative process, imagination, and literary production; on his still under-researched literary inspirational sources; as well as on the early reception of M.R. James’s ghostly fiction beyond the anglophone sphere. Full article

Art is perhaps the most important means of expressing creativity and imagination. It can serve as a form of communication, allowing artists to convey messages and comment on various topics. Environmental art is a dynamic and multifaceted form of artistic expression that highlights the causes and consequences of environmental problems, such as atmospheric pollution, and facilitate the environmental awareness of societies along with the need to find sustainable solutions to address environmental degradation. The aim of this study was to present paintings created by impressionists that depict atmospheric pollution. A total of 43 paintings were listed after searching the websites of 26 museums worldwide and 10 of them were indicatively selected by applying specific criteria and commented on in this paper. Four of the selected paintings were created by Claude Monet, two by Jean-Baptiste Armand Guillaumin, and the rest of them by James McNeill Whistler, Charles-François Daubigny, Camille Pissarro, and Vincent Van Gogh. These 10 paintings depict, among other things, the emission of pollutants into the atmosphere, due to fossil fuel combustion, mainly coal, which contributes to smog development. This study could be exploited by authorities, associations, educational centres, and other interested parties when planning educational activities for the causes, consequences, and solutions of atmospheric pollution over time, while promoting the use of art in environmental and sustainability education. Full article

This paper introduces an innovative framework for visualisation design ideation, which includes a collection of terms for creative visualisation design, the five-step process, and an implementation called VisAlchemy. Throughout the visualisation ideation process, individuals engage in exploring various concepts, brainstorming, sketching ideas, prototyping, and experimenting with different methods to visually represent data or information. Sometimes, designers feel incapable of sketching, and the ideation process can be quite lengthy. In such cases, generative AI can provide assistance. However, even with AI, it can be difficult to know which vocabulary to use and how to strategically approach the design process. Our strategy prompts imaginative and structured narratives for generative AI use, facilitating the generation and refinement of visualisation design ideas. We aim to inspire fresh and innovative ideas, encouraging creativity and exploring unconventional concepts. VisAlchemy is a five-step framework: a methodical approach to defining, exploring, and refining prompts to enhance the generative AI process. The framework blends design elements and aesthetics with context and application. In addition, we present a vocabulary set of 300 words, underpinned from a corpus of visualisation design and art papers, along with a demonstration tool called VisAlchemy. The interactive interface of the VisAlchemy tool allows users to adhere to the framework and generate innovative visualisation design concepts. It is built using the SDXL Turbo language model. Finally, we demonstrate its use through case studies and examples and show the transformative power of the framework to create inspired and exciting design ideas through refinement, re-ordering, weighting of words and word rephrasing. Full article