Imagination 'Each Day Is a Journey, and the Journey Itself Is Home' – Basho
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Dance and the Imagination an Inspiration Turned Into a Fantasy
Twelve Conceptions of Imagination – by Leslie Stevenson (1) The ability to think of something not presently perceived, but spatio‐ temporally real. (2) The ability to think of whatever one acknowledges as possible in the spatio‐temporal world. (3) The ability to think of something that the subject believes to be real, but which is not. (4) The ability to think of things that one conceives of as fictional. (5) The ability to entertain mental images. (6) The ability to think of anything at all. (7) The non‐rational operations of the mind, that is, those explicable in terms of causes rather than reasons. (8) The ability to form perceptual beliefs about public objects in space and time. (9) The ability to sensuously appreciate works of art or objects of natural beauty without classifying them under concepts or thinking of them as useful. (10) The ability to create works of art that encourage such sensuous appreciation. (11) The ability to appreciate things that are expressive or revelatory of the meaning of human life. (12) The ability to create works of art that express something deep about the meaning of life. Dance and the Imagination An inspiration turned into a fantasy based reality A dream envisioned and resourcefully staged Mental creative pictures coming to life Inventiveness using human movement in space Innovation and individuality whether improvised or more formally choreographed Expressive bodily ideas Experiential corporal representations Artistic power and ingenuity transposed into physical form Presentational musculo-skeletal -
Lay People Pali Sikkha
Lay People Pali Sikkha LEARNING PĀḶI “For Lay People” Pāḷi Sikkha Version 1.2 By Thāmanay Kyaw Sayadaw 1 Lay People Pali Sikkha Contents Verb Suffix “ti” (ti-vibhatti) ..................................................................................................................... 4 Verb Suffix “anti” ..................................................................................................................................... 4 Suffix “si” ................................................................................................................................................. 4 Subject + Object + Verb ........................................................................................................................... 5 Verb Suffix “ma” (ma-vibhatti) ................................................................................................................ 6 Only-Noun Sentences (Tulyattha-Liṅgattha) ........................................................................................... 6 Form-3 Nouns (Tatiyā Vibhatti) ............................................................................................................... 9 Form-4 Nouns (Catutthī Vibhatti) .......................................................................................................... 10 Form-5 Nouns (Pancamī Vibhatti) ......................................................................................................... 10 Form-6 Nouns (Chatthī Vibhatti) .......................................................................................................... -
Imagination 4
Imagination 4 Om Ah Hum Vajra Guru Padma Siddhi Hum Introduction These are the notes from the final week of a four-week journey with the Bristol Sangha, exploring imagination through the Buddhist tradition and how we can use imagination, creatively and practically, in our own spiritual lives. We've looked at: Week One: The Buddha & his teachings - introducing imagination: • Why imagination matters – it's a 'faculty' we all have which can sense 'a reality beyond ego clinging'. This is the Middle Way the Buddha taught. • If we don't use imagination consciously and creatively, it will use us, in an unconscious and reactive way. Our imagination can be 'captured' and held hostage by anxiety, aversion, sexual craving and consumerism. • The powerful 'Kings and Queens of our energies' will lie inert and dormant if we don't connect with something big enough, and deep enough to wake them up and inspire them. • We can become 'Warriors of the Imagination' in an age which on the one hand denigrates and denies imagination whilst, on the other, manipulates, uses and captures it, to keep us tied into consumerist craving and an energy-sapping anxiety. This erodes our capacity to connect with each other and find the kind of deep, vibrant peace which cannot be bought. • We can be 'Warriors of the Imagination' just by stopping and sitting with the Buddha – like Pingiya. It's a radical, political act to sit still, stop consuming, stop angsting and learn to just be. And it's contagious. Question for the week: Do we recognise our own creative and reactive imagination? If so, how does it manifest? Week Two: Mahayana Stories & Parables - watering the roots • The Buddhist tradition is an unfolding of the Middle Way taught by the Buddha. -
A Critical Skill for Learning Scott Barry Kaufman in Recent Years, Schools
Imagination: A Critical Skill for Learning Scott Barry Kaufman In recent years, schools have become increasingly focused on developing “executive functions” in students. These functions—which include the ability to concentrate, ignore distractions, regulate emotions, and integrate complex information in working memory—are certainly important contributors to learning. However, I believe that in our school’s excitement over executive functions, we’ve missed out on the why of education. Another class of functions have been recently discovered by cognitive neuroscientists that-- when combined with executive functioning—contribute to deep, personally meaningful learning, long-term retention, compassion, and creativity. Dubbed the “default mode network” by cognitive scientists, the following imagination-related functions have been associated with this network: daydreaming, imagining and planning the future, retrieving deeply personal memories, making meaning out of experiences, monitoring one’s emotional state, reading fiction, reflective compassion, and perspective taking. This is an important set of skills to fall by the wayside among our students! In fact, by constantly demanding the executive attention of students for the purposes of abstract learning, we are actively robbing students of the opportunity to use the limited resource of attention for the purposes of personal reflection, meaning-making, and compassionate perspective taking. Let’s be clear: both executive functions and imagination-related cognitive processes are critical to learning. However, when these networks couple together, we can get the best learning outcomes out of students. People who live a meaningful life of creativity and accomplishment combine dreaming with doing. A common thread that runs through both grit and imagination is trial-and-error: the ability to dream, to set concrete goals, to construct various strategies to reach the goal, to tinker with alternative approaches to reaching the goal, and to constantly revise approaches where necessary. -
Buddhist Sangha: Paradigm of the Ideal Human Society
INFORMATION TO USERS The most advanced technology has been used to photo graph and reproduce this manuscript from the microfilm master. UMI films the original text directly from the copy submitted. Thus, some dissertation copies are in typewriter face, while others may be from a computer printer. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyrighted material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re produced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page is available as one exposure on a standard 35 mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. 35 mm slides or 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ■UMIAccessing the World's Information since 1938 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Order Number 8814154 The Buddhist Sangha: Paradigm of the ideal human society Putuwax, Sunanda, Ph.D. The American University, 1988 Copyright ©1988 by Putuwar, Sunanda. A ll rights reserved. -
A New Course in Reading Pali” by Gair and Karunatillake
Exercises and Answers for “A New Course in Reading Pali” by Gair and Karunatillake Answers developed by John Kelly, January 2002 to February 2003. Exercises taken from: A New Course in Reading Pali: Entering the Word of Buddha James W. Gair, W.S. Karunatillake Motilal Banarsidass Publishers Private Limited Delhi 1998 © James W. Gair All Rights Reserved I am very grateful for the very helpful feedback and insights that have been provided by Henry Grossi and Dimitry Ivakhnenko. I am also deeply grateful to Dimitry Ivakhnenko for providing me with the Pali text and base references from his Russian translation of the above book, for converting the entire Pali text to the CN-Times Unicode font, and for proof-reading this document. However, I claim full responsibility for all errors of translation and of copying of the exercises. John Kelly ([email protected]) For free distribution only. Version 1.2 Last revised March 9, 2003 A New Course in Reading Pali – Exercises Page 1 Table of Contents CHAPTER 1.......................................................................................................................4 CHAPTER 1.......................................................................................................................4 Readings 1 ......................................................................................................................4 Readings 1 ..........................................................................................................................4 Further Readings 1..........................................................................................................6 -
Destination Imagination Is Proud to Host Our Annual Education Conference at the Westin Park Central Hotel in Dallas, TX, July 25-26, 2014
Destination Imagination is proud to host our annual education conference at the Westin Park Central Hotel in Dallas, TX, July 25-26, 2014. This year, Ignite will feature more than 30 different workshops and learning opportunities for educators that focus on emerging trends and proven strategies for engaging students in innovative and creative learning. Below are just a few of the more than 30 sessions that will be available to educators at the Ignite 2014 Innovation for Education Conference. The Invention Experience How do you inspire and excite students in the classroom? Use the Invention Experience! In this workshop, teachers will be trained on the successful 6-step invention process used by startups and technology inventors across the world. Each workshop is a hands-on guided tour through the process of invention and entrepreneurship. Teachers will learn how to fit their existing lesson plans into an “invention mindset” and use the simple 6 step process to engage students in any content area you’re teaching! At the conclusion of the workshop, teachers will leave with an Invention Guidebook and a set of worksheets that they can use with their students that will turn any lesson plan, into a hands-on, exciting experience for students of any age! The Invention Experience was developed by two Silicon Valley education entrepreneurs with the support of Microsoft and the Lemelson Foundation. Playful Learning: Bringing Game-Based Learning to Your Classroom! Play is how we learn best. An entire world of games exists to support learning that hasn't been at a teacher’s fingertips—until now. -
Introduction
Cambridge University Press 978-0-521-86288-2 - Memory in Autism Edited by Jill Boucher and Dermot Bowler Excerpt More information Part I Introduction © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86288-2 - Memory in Autism Edited by Jill Boucher and Dermot Bowler Excerpt More information 1 Concepts and theories of memory John M. Gardiner Concept. A thought, idea; disposition, frame of mind; imagination, fancy; .... an idea of a class of objects. Theory. A scheme or system of ideas or statements held as an explan- ation or account of a group of facts or phenomena; a hypothesis that has been confirmed or established by observation or experiment, and is propounded or accepted as accounting for the known facts; a statement of what are known to be the general laws, principles, or causes of some- thing known or observed. From definitions given in the Oxford English Dictionary The Oxford Handbook of Memory, edited by Endel Tulving and Fergus Craik, was published in the year 2000. It is the first such book to be devoted to the science of memory. It is perhaps the single most author- itative and exhaustive guide as to those concepts and theories of memory that are currently regarded as being most vital. It is instructive, with that in mind, to browse the exceptionally comprehensive subject index of this handbook for the most commonly used terms. Excluding those that name phenomena, patient groups, parts of the brain, or commonly used exper- imental procedures, by far the most commonly used terms are encoding and retrieval processes. -
Perceptual Imagination and Perceptual Memory: an Overview
OUP CORRECTED PROOF – FINAL, 04/05/2018, SPi 1 Perceptual Imagination and Perceptual Memory An Overview Fiona Macpherson The essays in this volume explore the nature of perceptual imagination and perceptual memory. How do perceptual imagination and memory resemble and differ from each other and from other kinds of sensory experience? And what role does each play in perception and in the acquisition of knowledge? These are the two central questions that the essays in this volume seek to address. One important fact about our mental lives is that sensory experience comes in (at least) three central variants: perception, imagination, and memory. For instance, we may not only see the visible appearance of a person or a building, but also recall or imagine it in a visual manner. The three types of experience share certain important features that are intimately linked to their common sensory character, many of which distinguish them from thought. Among these features are their apparent presentation of external objects or events (rather than propositions about them), their perspectival nature, that is that they present the world from a certain point of view, and their connection to one (or more) of the sense modalities, such as by having some modality- specific content and phenomenal character. But there are also important differences among the three types of sensory experiences. Most notably, there is usually taken to be a fundamental divide between perceptions, on the one hand, and recollections and imaginings, on the other. Perceptual experiences are typically taken to be distinct from imaginative and mnemonic ones in that they present objects with a certain sense of immediacy. -
Graphic Designing: an Critique Imedpub Journals
iMedPub Journals 2020 www.imedpub.com DOI: 10.36648/ijircce.05.03.02 Graphic Designing: An Critique Saloni Srivatava Sanskriti University, India Corresponding author: Saloni Srivatava, Sanskriti University, India, E-mail: [email protected] Received date: July 29, 2020; Accepted date: August 22, 2020; Published date: September 15, 2020 Copyright: ©2020 Saloni Srivatava. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Basic elements of graphics designing: There are six elements of graphic designing: 1) Line 2) Shape In this paper we study overall view about the graphic 3) Texture 4) Color designing. In this paper history of graphic designing 5) Value is mentioned and also its role is explained. There 6) Space are six basic elements, six basic principles and six rules for graphic designing which are explained here 1). The Line: Lines are considered to be essential part of for the learner to get the enough knowledge about designs based upon different line styles such as dashed, the graphic designing. The main part for designing dotted etc. They can vary based upon their color, thickness. the graphic is to know about the color theory, color length (short or long), straight or curved etc. Lines are used models and resolution for the images which are also as delimiter between different parts of a design and for explained in this paper. In the end we explained bringing users attention to a specific portion in overall some of the applications of graphic designing. -
Practices of Imagination: Learning from the Vision of Thadious Davis
Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College English Faculty Research and Scholarship English 2019 Practices of Imagination: Learning from the Vision of Thadious Davis Mecca Jamilah Sullivan Follow this and additional works at: https://repository.brynmawr.edu/engl_pubs Part of the English Language and Literature Commons Let us know how access to this document benefits ou.y This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. https://repository.brynmawr.edu/engl_pubs/32 For more information, please contact [email protected]. Mecca Jamilah Sullivan (2019). “Practices of Imagination: Learning from the Vision of Thadious Davis.” Women's Studies. DOI: 10.1080/00497878.2019.1639506 Practices of Imagination: Learning from the Vision of Thadious Davis Mecca Jamilah Sullivan In her 1988 Essay “Expanding the Limits: The Intersection of Race and Region,” Thadious Davis traces late twentieth-century black writers’ acts of what she terms “historical imagination,” in which moments of creative and geographic return to southern regional pasts open new possibilities for black identification (9). This prefigures her path-breaking work in Southscapes: Geographies of Race, Region, and Literature, in which imagination works alongside–and, at times, in a tension with – memory and history to produce sites of black regional identity in the Deep South. Throughout the creative production of “southscapes,” Davis argues, black southern artists, “by means of a spatial imagination, locate themselves within a relationship to ‘homeplace’ … ” in the South, subverting dominant racist ideologies and thus “claim[ing] the very space that would negate their humanity and devalue their worth” (Southscapes 19). -
Review of Research Impact Factor : 5.2331(Uif) Ugc Approved Journal No
Review Of ReseaRch impact factOR : 5.2331(Uif) UGc appROved JOURnal nO. 48514 issn: 2249-894X vOlUme - 7 | issUe - 9 | JUne - 2018 __________________________________________________________________________________________________________________________ MYANMAR AND SĀSANĀ Sumagala Ph.D. Research Scholar, Center for Mahayana Buddhist Studies Department , Acharya Nagarjuna University , Guntur, Andhra Pradesh. ABSTRACT : Myanmar is our golden land country. The Union of Myanmar is a country located at the center of a tripod of East Asia, South Asia, and South East Asia. The Union of Myanmar is home to 135 ethnic races. Although there are 135 ethnic races, they are connected by natural and man-made communications. Myanmar is very interesting and valuable country regarding with the Buddhism and the Buddha's Sāsanā. Sāsanā means the dispensation of the Buddha. KEYWORDS : golden land country , natural and man-made communications. INTRODUCTION Sāsanā is a Pali loan word used by the old Burmese for religion, especially that of the Buddha and for the year of the religion reckoned from the death of the Buddha. There are three kinds of Sāsanā: (1) Learning the Buddha’s Teaching, Pariyatti Sāsanā (2) Practical application of the Buddha’s Teaching, Patipatti Sāsanā (3) The realization of the Buddha’s Teaching, i.e., attainment of Jhāna, Magga, Phala and Nibbāna, Pativedha Sāsanā. If we want to say about Myanmar, we have to say Sāsanā. Without Sāsanā, we cannot say about our country, Myanmar. Myanmar and Sāsanāare interrelating and connecting each other like Mutual condition (Aññamañña paccaya). The arrival of Buddhism took place in the very year of the Buddha's enlightenment. The legend of Shwe Dagon Pagoda, Yangon, is the story of the arrival of the Buddha Sāsanā to Myanmar.