Imagination:

A Child's 21st Century Super Power

A Literature Review of Imagination in Education and Learning
October 2023

First Phase Review

Tom Doust, Associate Director, Institute of Imagination
In Partnership with Dr Penny Hay, Professor of Imagination at Bath Spa University
Research by Tugce Ovutmen, Institute of Imagination
 ABSTRACT

This article reports on the first phase of a literature review focused on the areas of imagination and
creativity in relation to children and young people, which has been set out to identify whether
academic research has been addressing the topic of imagination in education and learning. In the first
phase of this review, more than 100 sources were identified, 34 were accessible for review and 14
significant and relevant research papers published were selected for analysis. The review of the 14
articles led to the emergence of themes and sub themes. These themes we then developed into an
'Imagination Wheel', which calibrates the identified themes and demonstrates how imagination relates
and leads to dispositions and competencies. In many of the articles, imagination in education and
learning were only partially addressed. As a result, we emphasise the need to deepen the discussion
and research on the possibilities imagination can open up for children and young people, and those
supporting their learning, particularly from disadvantaged circumstances.
 Table of Contents

Introduction..........................................................................................4
Method................................................................................................5
Preliminary Conclusion.......................................................................8
Conclusions.......................................................................................12
References.........................................................................................14
 INTRODUCTION

‘Automation by Artificial Intelligence and machines has the potential to change our economy radically,
meaning creative and innovative thinking skills will become highly valued.’
Vincent Lancrin et al. 2019
Educational Research and Innovation, OECD

We live in a rapidly changing world where disruption and change has become familiar and regular.
While this has an impact across all of society, our younger generations are growing up in a world that
will become increasingly uncertain, having an impact on the way they learn, live and work.
Imagination, humanity’s greatest faculty, has the potential to support and aid us as we navigate this
changing world. Yet imagination in education and learning is being increasingly undervalued. In
England the education system is heavily and overly assessed, creative subjects like art and design
have been marginalised, school budgets have suffered from real term cuts, the curriculum has
narrowed and the government measures success in education through targets, results, and league
tables.

‘Children are facing growing volatile economic, social, environmental, and political challenges.
Imagination allows us to reimagine our society and circumstances.’
Education Inequalities Review
The Institute for Fiscal Studies 2023

To assess the power of imagination in education and learning, we need to better understand its
potential and impact. This literature review, led by the Institute of Imagination in partnership with Bath
Spa University and House of Imagination, begins a renewed focus on the research and evidence of
the power of imagination and its capacity to support children and young people’s learning about the
world and how they respond to its emerging challenges.

Tom Doust

4
 METHOD
For the first part of the literature review, we undertook a systematic review of academic research to
understand the best available sources and to find the gaps in the literature that need to be discussed.
With the support from Dr. Penny Hay (Bath Spa University and House of Imagination), we initially
identified more than 100 articles to review. For improved refinement, we limited the search to articles
which we could access via the Goldsmith University of London library and desktop research. This
resulted in 34 articles to read and analyse. Following the initial analysis, we created a table listing the
sources that have been published on the topic based on five category types (i.e., journals,
published books, web pages, government publications, theses, and conference papers). This listing
also included the information on the sources, key messages and abstracts of the articles and an
additional filter with a focus on children and young people, education and learning. After reading the
full texts, we organised our analysis by themes, which included supporting sub-themes and brief
definitions of each sub-theme within the context of the literature review (please see Table 1). While
creating the definitions to support the main themes, we wrote a brief critical synopsis of each article
based on our analysis. We read the texts and identified the theme and keywords developed in each
article. As a result, we organised the analysed sources in thematic groups as below (see Table 1).

Tugce Ovutmen

5
Table 1. Main Themes with Supporting Sub-themes

Main emerging Definition

Sub-themes
themes within the context of the literature review

Shifting the way to ask a child questions, encourages them to think and solve
Critical thinking and
problems creatively. Thinking critically by analysing, evaluating, interpreting,
Questioning
or synthesising information and applying creative thought to form an
argument, solve a problem, or reach a conclusion.

Creating the ability to see a different way to do something, generate new

Problem-solving ideas and use materials in new ways. Finding creative ways to solve complex
challenges.

Process of reflection Imagination is an interpretation and reflection on the world. Utilising

Creative thinking and
imagination as a human faculty to be able to step outside of our current
intelligence
context or time travel backwards or forwards to reimagine the world.

Collaboration / Creativity and imagination can lead to collaboration between children,

Collectiveness
parents/carers, our communities, and institutions. ‘Wondering together:
Collective imagination’

The ability to generate diverse solutions to open-ended problems (Thinking

Divergent thinking that goes off in different directions i.e., children using blocks or LEGO pieces
in different ways)

Thinking creatively allows you to come up with fresh, original ideas while
Original ideas/
discovering new territory. Creative thinking is also the ability to produce and
originality
test new ideas and come up with original solutions.

Imagination has a role in forming a being, which is the conscious observation

Formation of being Consciousness
of images.

Agency gives children the ability to make choices which also gives them a
Sense of agency Decision-making
sense of independence and empowerment.

Encouraging children to experiment with materials. Creating confidence for

Courage experimentation where children feel happy to make mistakes/are failure
Fertile positive.
ground/environment
Possibility of The natural environment/ surroundings and its factors affect a child’s
spaces/tools creativity

Being human,
experiencing another
Imagination influences the perceived and actual likelihood an event occurs
person’s emotions,
and improves intergroup relations.
Empathy considering another
Imagination may contribute to a capacity for empathy. Imaginative play can
person’s perspective to
offer opportunities for children to learn empathy.
understand their
thoughts and feelings

6
Individual/self-efficacy Self-awareness Self-awareness of one’s imaginative disposition

Staying hopeful in an uncertain future. Imagination gives us hope for a better

Optimism
state of things (being able to reimagine circumstances).

Imagining hopeful futures Imagining a world children want to inhabit while crafting new futures.
OR Envisioning positive
futures? Imagination allows us to understand and visualise ourselves in a place we
Empathy Aspiration want to be.

Imagination allows us to think about our future selves and what we want to
do in the world.

Imagination can occur by reconfiguring the items of ideation that opened up.
Making, crafting, and
Ideation/Innovation
improving
Imagination needs innovation.

Failure is a natural part of learning (through mistakes) and an opportunity to

strive for improvement.

Wisdom, inquiry Failure positive mindset Learning from failure requires inquiry and openness. The faster we fail, the
faster we’ll succeed. In an inquiry classroom, children learn from trying
again, being wrong or failing, which are all normal. It is an important part of
learning.

Daydreaming serves to improve/enhance memory.

Memory
The role of memory has extended beyond remembering the past to include
imagining the future.

Invention Through mind-wandering, children can invent and expand their horizons.
Wonder, mind-
wandering/ The value of not knowing. It is the wonder that drives us to keep searching for
Uncertainty/Unknown
daydreaming/ the truth. An attitude of not knowing gives us freedom from limited views and
(Wonder)
increased curiosity. Ignorance?

Knowledge How does wonder lead to knowledge?

Playfulness Children are more likely to be more open and joyful when the carer
Openness communicates with playfulness and fun.

Developing optimism / optimistic thinking might give control and confidence

Persistance Resilience
to the children, hence becoming less likely to give up in the face of challenge.

Process, rather than final Imagination is shaped by our experiences. The process of imagining invites
product the possibility of being transformed.

Accepting the child’s feelings and thoughts without judgement can enable the
Experience Acceptance
child’s inner world.

Role-playing / pretend- Interactions involving taking on roles in emotionally meaningful ways can
to-play broaden students' understanding of the learning experiences.

Curiosity, wisdom, Approaching the children with curiosity and inviting them to ask questions
Inquiry, intuition
questioning without lecturing or judging them.

Innovation Experimenting Playing with possibilities.

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 PRELIMINARY CONCLUSION

According to the objective of the literature review, we decided to narrow down the number of articles
to better identify how research has been addressing the topic of imagination in education and
learning. This resulted in 14 articles for holistic analysis. In the following, we present the preliminary
results organised by main overarching themes which relate to the pedagogy and approach of the
Institute of Imagination and House of Imagination. We reviewed and regrouped the main themes listed
in Table 1 (above) to find connections between our sources and organise the reasoning of our main
themes supporting imagination. As a result, we created an ‘Imagination Wheel’ based on our
preliminary findings from the analysis. The Imagination Wheel has the underlying principle that our
deep powers of imagination sit at the heart of what it is to be a human. We then apply our
imagination through core themes like creativity. Informed by the literature, we chose to regroup the
main themes under 4 categories: Creativity, Fertile Ground, Formation of Being and Wisdom. These
pillars are defined in brief paragraphs with supporting background information in relation to the
imagination as set out below.

1. Creativity: Unleashing human potential

Imagination and creativity are essential to human cognition and activities, influencing fields like
psychology, education, and the arts. The All Our Futures report (NACCCE,1999, p.32) defines
creativity as an imaginative activity to produce original and valuable outcomes, identifying four
key characteristics of creative processes. Craft (2002) and Boden (2004) expand on the
concept, highlighting its application across all human activities. Creativity is explored and
defined in various ways, including creativity, problem-solving, and imaginative thinking. The
dynamic interplay between imagination and creativity has been extensively explored from a
developmental psychology perspective. Imagination goes beyond constructing fantastical
worlds, shaping reality and setting it apart from mere fantasy(Paixão & Borges, 2018; Harris,
2018). Several studies found significant links between imagination and creativity, which lies in
their ability to leverage reality for innovative changes. Imagination nurtures creativity, fuelling
the construction of new ideas and perspectives, emphasising the need to foster creativity and
imagination to support the holistic development of young children.

2. Fertile Ground
Fettes (2010) emphasises that "tools of imaginative engagement" (TIEs) are related to an
underlying imaginative capacity and interactions involving taking on roles in emotionally
meaningful ways which can broaden students' understanding of the learning experiences.
We believe, as do Solnit (2019), that hope is the necessary catalyst for action. She claims that
radicals and revolutionaries must hold onto hope to create a world they want to live in which is
uncertain. She also refers to Black Lives Matter movement’s mission in which hope, and
inspiration united for collective action to build a collective power (Solnit, 2019). To create a
fertile ground for imagination to flourish in children and young people, we believe there needs
to be hope and inspiration that inspire actions.

8
3. Formation of being
Dewey argues imagination is essential for living a meaningful life and without the capacity for
intelligent imagination, which is the ability to transform oneself and one’s world meaningfully,
one could not be educated (Bleazby, 2012). Bandura (1977) claims self-efficacy is person’s
belief in their ability to exercise control over their own functioning or succeed in a particular
situation.

4. Wisdom
The key to wisdom is frequent questioning and using one’s curiosity. Personal development can
be formed by the power of questions. Sloan (2013) argues that using inquiry and place-based
learning generate creative thinking and broadens imagination.

9
 THE IMAGINATION WHEEL

The Imagination Wheel takes the emerging themes from the Literature Review and begins to arrange
and align these themes. It is an interpretation by the authors which helps to connect the literature with
the programmatic work with children and young people. For example, creativity or creative acts, is
exhibited through a creative intelligence which leads to greater divergent thinking and problem
solving. This is manifested through new and original ideas, innovations and constructs that have
involved the creative exercise of making. This first iteration of the wheel will be developed to help
inform evidence-backed practice.

Imagination at the heart of the Imagination Wheel

Four key pillars of imagination

Sub themes categorising characteristics of imagination

Leading to ways of thinking

Outcomes of imagination

10
Table 2. Main Themes Organised by Relevant Articles

Main Sub-theme Sub-theme Sub-theme

Relevant Articles Relevant Articles Relevant Articles
theme LEVEL 1 LEVEL 2 LEVEL 3

Imagination and The Palgrave

Educational Curriculum: The wake of Handbook of
A Literature Review imagination ideas Social Creativity
Problem Innovation
Imagination: Creating of creativity in Research
solving Making
Creative alternatives in everyday Western culture ‘Creative primary
Creativity Divergent Original
intelligence life The PISA 2022 schools:
thinking Ideas
Creative primary Creative Thinking developing and
schools: developing and Assessment maintaining
maintaining pedagogy pedagogy for
for creativity creativity’
The Palgrave
Encyclopaedia of
the Possible
Parental
involvement,
children's
aspirations, and Hope in the
Hope in the Dark: achievement in Dark: Untold
Untold Histories, Wild new immigrant Histories, Wild
Possibilities families Possibilities
Fertile Hopes and The Palgrave Possibilities Collective Times Education
Transforming
Ground inspiration Handbook of Social Aspiration action Commission:
multicultural
Creativity Research classrooms through How to transform
The TIEs that bind: creative place- education and
How imagination based learning - unleash the
grasps the world Millenium Cohort potential of every
Study (MCS) by child
UCL
Child of the New
Century

Imagination
Self-efficacy: Towards
Self-efficacy: (Stanford
a unifying theory of
Towards a unifying Empathy Encyclopaedia of
behavioural change
theory of Philosophy)
Agency Dewey's Notion of Self-efficacy Empowerment
behavioural Recreative minds:
Imagination in
change Imagination in
Philosophy for
philosophy and
Formation of Children
psychology.
being
Exploring the
imagination to establish Imagination:
a framework for Creating The Cambridge
Playfulness
Wonder learning Uncertainty alternatives in Handbook of
Unforseen
Wonder - the everyday life Creativity
extraordinary power of
an ordinary experience

Transforming Intuition Dewey's Notion of

Failure Dewey's Notion
multicultural Critical Imagination in
positive of Imagination in
Wisdom Questioning classrooms through Thinking Philosophy for
mindset Philosophy for
creative place-based Inquiry Children Children
learning

11
 CONCLUSIONS

Our Recommendations
This review is a preliminary piece of work and begins a process that should lead to more research
being carried out in the area of imagination in education and learning.
We recommend completing the review of the current literature but also broadening it further,
enabling a deeper review to strengthen the evidence.
We would also like to see further development of the Imagination Wheel, in line with a broader
review of the literature, to help inform practice and pedagogy.

This Literature Review is just the beginning of a journey to gain a deeper understanding of imagination
in education and learning through research . Our first conclusion is that there is further work to be
done to review the full list of literature identified and to source further literature from a wider network
within the imagination community.

The review has also led to the emergence of the Imagination Wheel, a constructive interpretation and
classification of how we understand imagination in education and learning, particularly through the
work of The Institute of Imagination and House of Imagination. We hope the wheel will help inform
and inspire the activities of these charities and others working in the field.

We welcome further collaboration from others and invite readers to comment and input into the
development of this review. One key conclusion is that we have found it challenging to locate
research, sources, journals, or articles that focus particularly on children and young people, suggesting
that further research is needed on the importance of imagination within education. As the late and
great Sir Ken Robinson (founding patron of the Institute of Imagination and patron of The House of
Imagination) said: ‘The great irony of imagination is that it is often undervalued and misunderstood in
the process that should cultivate it, particularly education’.

12
Tell us what you think: get in touch or partner with us in this important journey to better
understand the role of Imagination in education and learning.

The Institute of Imagination

The Institute of Imagination (iOi) is a pioneering education charity. We work with parents, teachers,
youth and community leaders and academics. We design and deliver creative learning experiences
across the arts, sciences and digital technologies for marginalised and disadvantaged children aged
5-11 years old. These experiences empower children today to believe they can build a just, fair and
sustainable world tomorrow.
Tom Doust – Associate Director
[email protected]
www.ioi.london

House of Imagination
House of Imagination is a research organisation with a focus on children’s and young people’s
creative and critical thinking, providing a range of spaces for children and young people to
collaborate with creative professionals. It is a home for improvisation, creativity and innovation and a
place to make those things visible to an international audience through research.
https://houseofimagination.org

Bath Spa University

Bath Spa University is where creative minds meet. They teach and research across art, sciences,
education, social science, and business. They employs outstanding creative professionals who support
its aim to be a leading educational institution in creativity, culture and enterprise.
Dr. Penny Hay
https://www.bathspa.ac.uk/our-people/penny-hay/
www.bathspa.ac.uk

With thanks to:

Vlad Glăveanu, Full Professor of Psychology, School of Psychology, Dublin City University who
advised on the literature and Imagination Wheel.

13
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