Since the beginning of time, philosophers, psychologists, and scholars worldwide have valued imaginative thinking skills. From the research of well-known educators like John Dewey and Maria Montessori to psychologists like Jean Piaget and Lev Vygotsky – one key component prevails — imagination. They all agree imagination is crucial to the development of every child. Like our contemporaries above, we do that with open-ended problems and solutions, encouraging students to stray from a singular “correct” path and encourage risk-taking and mistakes.
ImaginGO uses various methods, studies, psychology, and even historical conclusions to support its Imaginative Thinking direction and to develop new and interesting GOGO’s. Below are some of the methods, people, and theories that we follow. There are some well-known classics and also new ideas that we try to be aware of.
The revised taxonomy (remembering, The revised taxonomy (remembering, understanding, applying, analyzing, evaluating, and creating) – particularly the higher-learning application are incorporated into the imagination exercises provided by ImaginGO.
Divergent Thinking is taking a challenge and attempting to identify all the possible drivers of that challenge, then listing all of the ways those drivers can be addressed. Divergent thinking is taking a challenge and attempting to identify all the possible drivers of that challenge, then listing all of the ways those drivers can be addressed.
Divergent Thinking is a thought process or method used to generate creative ideas by exploring many possible solutions. It typically occurs in a spontaneous, free-flowing, “non-linear” manner, such that many ideas are generated in an emergent cognitive fashion.