Category: Dictionary

Posted on

IMAGINATIONS

 

 

 

Sociological imagination

enables us to grasp the connection between history and biography. Wright C. Mills (1959) as cited in Henslin, J. M. (2015)  Essentials of Sociology:  A down-to-earth approach”  11th ed. Upper Saddle River, NJ: Pearson.

 

Eisner: Educational Imagination

Erickson: Educational Imagination (in Moss et al, 2009, p. 504
“When I say a study has an educational imagination, I mean it addresses issues of curriculum, pedagogy, and school organization in ways that shed light on–not prove but rather illuminate, make us smarter about–the limits and possibilities for what practicing educators might do in making school happen on a daily basis. Such a study also sheds light on which aims of schooling are worth trying to achieve in the first place–it has a critical vision of ends as well as of means toward ends. Educational imagination involves asking research questions that go beyond utilitarian matters of efficiency and effectiveness, as in the discourse of new public management (see Barzelay, 2001), especially going beyond matters of short-term “effects” that are easily and cheaply measured.

Dialectical imagination

<class=”quote”>Dialectical imagination (Jay, 1973) is the ability to view the world in terms of its potential for being changed in the future, and hard-won ability in a world that promotes positivist habits of mind acquiescing to the status quo.”  p. 109
Agger, B. (1991). CRITICAL THEORY, POSTSTRUCTURALISM, POSTMODERNISM: Their Sociological Relevance. Annual Review of Sociology, 17, 105–131. https://doi-org.ezproxy.lib.usf.edu/10.1146/annurev.so.17.080191.000541

Posted on

Assemblage

“In a book, as in all things, there are lines of articulation or segmentarity, strata and territories; but also lines of flight, movements of deterritorialization and destratification. Comparative rates of flow on these lines produce phenomena of relative slowness and viscosity, or, on the contrary, of acceleration and rupture.
All this, lines and measurable speeds, constitutes an assemblage.
A book is an assemblage of this kind, and as such is unattributable.” pp 3, 4

“A Thousand Plateaus”
Trans. Massumi 1987, ISBN 0-8166-1401-6

Posted on

Rhizome

“The multiple must be made, not by always adding a higher dimension, but rather in the simplest of ways, by dint of sobriety, with the number of dimensions one already has available— always n – 1 (the only way the one belongs to the multiple: always subtracted). Subtract the unique from the multiplicity to be constituted; write at n – 1 dimensions. A system of this kind could be called a rhizome. A rhizome as subterranean stem is absolutely different from roots and radicles. Bulbs and tubers are rhizomes. Plants with roots or radicles may be rhizomorphic in other respects altogether: the question is whether plant life in its specificity is not entirely rhizomatic. Even some animals are, in their pack form. Rats are rhizomes. Burrows are too, in all of their functions of shelter, supply, movement, evasion, and breakout. The rhizome itself assumes very diverse forms, from ramified surface extension in all directions to concretion into bulbs and tubers. When rats swarm over each other. The rhizome includes the best and the worst: potato and couchgrass, or the weed. Animal and plant, couchgrass is crabgrass. We get the distinct feeling that we will convince no one unless we enumerate certain approximate characteristics of the rhizome.