By Margaret Sutherland
This ebook discusses the type of ingenious considering that's occurring for all time with out generating the masterpieces of paintings and tradition. the writer brings jointly the physique of academic conception, mental thought and a few normal evaluations approximately mind's eye, to supply an account of daily imagining for educationalists, psychologists, lecturers and oldsters. [C:\Users\Microsoft\Documents\Calibre Library]
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Extra resources for Everyday Imagining and Education
But a novelist without the gift tells us wrong: he analyses human relationships falsely, tells us people do things for reasons they never would. ' But Katharine Whitehorn (1969) is prepared to make honourable exceptions among novelists; Plato thought that-unless the poet or dramatist sticks to his own type-the information will always be wrong. This is a most important criticism since it attacks one of the major reasons for including literature in the school curriculum; it also attacks one of the main justifications offered for a highly popular way of spending leisure.
Individuals may have chance peculiarities which distract attention and prevent us from realising the true characteristics of their kind. So by studying imperfect imitations of imperfect individuals we move even further from true knowledge than by studying the objects and people themselves. Further, as Plato points out, the author may be trying to create in the play or poem a kind of person whom he does not really know, because he himself is not that kind of person. He may write about a good man or a great statesman or general; but he himself is not a good man or a great statesman or general; how therefore can he tell us what such a man will think or feel?
To under- Downloaded by [Aligarh Muslim University] at 03:12 23 September 2013 Opposition to imagination 43 stand words we have to put into them something of our own experience; if we hear of anger, we must assume that the person feeling it has the kind of feelings we have when we feel what we have learned to call anger. Some objective observation of behaviour-loud speech, gestures, redness of face-may convince us that our assumption is correct or-in other cases---convince us that the word is not being used in the same sense as we would use it.