The Power of the Imagination

As we explore and learn about the educational system of Guatemala, read articles about the educational modalities often used, and see first hand classes being given, we have come to realize, as mentioned in my previous post, that imaginative play and practice of creative thinking skills may not often be seen within the school system or even within the home. Bear in mind this is simply a perceived generalization rather than something we have discovered through our research, nevertheless it is worth contemplating.

This idea of the lack of opportunities to practice using the imagination, creative play, or critical thinking inspired a bit of reflection on my part in ideas of the imagination and its importance.

Take a moment and imagine if using the imagination were not revered or encouraged, and looking past reality to pretend were an unfamiliar exercise. Imagine if you were not taught to practice using creative skills to believe in a better tomorrow, to believe that you could be unique and anything you wanted to be, but rather you were taught to simply memorize the reality of the present given to you by those around you. Imagine if your innate human ability were to be suppressed by a hostile fatalism. Imagine if your future were determined by options defined by others, potentially others who do not want you to succeed, rather than your own dreams and ingenuity. Imagine if you were told that your fate was to be poor, and then you were never even given the practice, let alone the opportunity, to believe in the possibility of an alternative. Imagine not being able to experience even this simple exercise because you had never learned to suspend perceived reality for a moment.

The power of the imagination lies in its ability to look beyond the perceived present, liberate the

Kids Restaurant

mind from perceived restrictions, and allow a view of the world from a different angle. From childhood we pretend. We create worlds without rules or at least only with the rules we want. We create friends who are purple and tall with five eyes and tiny feet. We apply only the limits we define for ourselves.

"Freedom of choice does not constitute the basis of real power; rather it is the faculty of defining possible social choices that is the main source of power in any society." (Mulot, 2004)

Macadamia Nuts

It is in learning to define our own limits that we experience the freedom to imagine our future in whatever light we see fit. Our belief in a malleable future pulls us toward achievement, creativity, progress, and social change. Imagination allows us to live in a mentality where the answer to "What do you want to be?" and "What can you be?" are the same.

Imagination is what allows us to create organizations with radical ideas of changing the world, protecting the earth, or simply providing macadamia nuts to undernourished Guatemalan children. It allows us to believe in ourselves and our ability to design our own future.

Imagination allowed young activists to believe in civil rights and the potential for their realization within the United States using creative, imaginative, and non-violent stands against injustice. It is the imagination that allows someone to have the silly idea of making a bathroom into a garden. Young entrepreneurs, today, seeking new, sustainable, and beneficial services to provide the world are using their imaginations to believe in and work toward a better tomorrow for themselves and their community.

With the power of the imagination, we gain the countercultural idea that we can step outside the individualism, selfishness, prejudice, and stereotypes perceived as normal today in order to believe that we can care for someone, who maybe we never expected, more than ourselves. In all of this I came to realize, that it is from our innate ability to imagine that we also gain the experience of love.

Reference
Mulot , E. 2004. A historical analysis of the educational modalities of inequalities management in Costa Rica, Cuba and Guatemala. Compare: A Journal of Comparative and International Education, 34(1), 73-85.