Imagery pp 77-85 | Cite as

Dreamjourneys: Using Guided Imagery and Transformational Fantasy with Children

  • Isabella Colalillo-Kates

Abstract

A child’s early formative years are characterized by a harmonious blend of cognitive and affective learning strategies. Reverie and analysis are woven into the emerging brain processes and are not separate.

Hemispheric dominance, in which one of the brain hemispheres becomes stronger than the other, appears to establish itself, in most children, as they are exposed to people or environments where learning is highly controlled.

In the modern school system cognitive learning strategies dominate over affective learning styles. This leads us to consider whether, in fact, many of the children who do not function well in school are suffering from displaced hemispheric orientation (split brain/psyche).

There is growing evidence that learning blocks in both children and adults are rooted in an inherent imbalance between the cognitive and affective learning capabilities associated with left and right brain hemispheres.

The introduction of imagery and visualization into the learning strategies of young children and young people results in a reestablishment of contact and interaction between the two brains. Imagery techniques assist children in coping with low self-esteem, in reducing phobias and fear, in redirecting thought processes which have become stuck, and ultimately in renegotiating power for the child in terms of his/her learning. Empowerment and clarity are the natural outcomes of this type of affective learning strategy.

Keywords

Brain Hemisphere Fairy Tale Staging Area Hemispheric Dominance Affective Learning 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bachelard, Gaston (1969). The poetics of space. Boston: Beacon Press.Google Scholar
  2. Canfield, Jack (1981). The inner classroom: Teaching with guided imagery. Holistic Education for living, A. Harris (Ed.), HOlistic Education Network.Google Scholar
  3. De Bono, Edward (1985). Six thinking hats. Penguin.Google Scholar
  4. Gaylean, Beverly C. (1981). Confluent teaching. Holistic Education for Living, A. Harris (Ed.). Holistic Education Network.Google Scholar
  5. Grimm, Jakob, and Grimm, Wilhelm (1954). Grimm’s fairy tales. New York: Nelson Doubleday.Google Scholar
  6. Houston, Jean, and Masters, R. (1970). Mind games: The guide to inner space. New York: Dell.Google Scholar
  7. Jacobs, Joseph. English fairy tales, 5th ed. New York: Putnam & Sons.Google Scholar
  8. Katz, Isabella M. (Spring, 1987). A new age in education. Ontario’s Common Ground.Google Scholar
  9. Klipper, Ilse (1984). My magic garden: A meditation guide for children. Palo Alto, CA.: Pathways Press.Google Scholar
  10. Miller, Jhn. The compassionate teacher: How to teach with your whole self. New Jersey: Prentice Hall.Google Scholar
  11. Rozman, Deborah (1985). Meditating with children: The art of concentration and centering. University of the Trees Press.Google Scholar
  12. Schroeder, Lynn, and Ostrander, Sheila (1982). Superlearning. Delacorte Press.Google Scholar
  13. Shaffer, John Thomas Adams. Transformational Fantasy. St. Louis: A&S Printing.Google Scholar
  14. Vitale Meister, Barbara (1982). Unicorns are real: A right brain approach to learning. Rolling Hills Estates, CA.: Jalmar Press.Google Scholar
  15. Zen Buddhism: An introduction with stories, parables and zen koan riddles told by Zen Masters (1959). Peter Pauper Press.Google Scholar

Copyright information

© Springer Science+Business Media New York 1989

Authors and Affiliations

  • Isabella Colalillo-Kates
    • 1
  1. 1.The Rainbow Light & Co.TorontoCanada

Personalised recommendations