FocusExploiting imagination to support learning
- Knowledge is … insight
- Knowing is … seeing
- Learner is … see-er
- Learning is … coming to see
- Teaching is … showing; orienting perception; leading/guiding imagination
SynopsisVisualization refers to any thought process associated with purposefully imagining an actual phenomenon in order to enhance understanding and/or consolidate memories of that phenomenon. Visualization techniques are used across a wide range of discourses, including Psychotherapy (e.g., to address such matters as negative emotions, self-perception, and social competence), athletics (e.g., envisioning performance, or minimizing pain), and disciplinary studies (e.g., imagining subatomic particles, or hypercubes, or characters in a novel). Several subdiscourses have emerged over the past few decades, including the following:
- Guided Imagery (k.a. Guided Affective Imagery) involves a teacher/practitioner helping a student/client to summon or simulate various sensory perceptions (usually focused on, but not limited to visual perceptions). It is applied in both formal learning situations and in therapy settings.
- Mirroring refers to the unconscious imitation of another’s actions (gestures, expressions, speech patterns, etc.). It is seen as essential to virtually all categories of learning, but it is especially vital to social behaviors and engagements.
- Motor Imagery (k.a. Mental Practice of Action) is mode of Visualization focused on rehearsing, simulating, and/or performing a specific action.
- Scientific Visualization refers to a cross-disciplinary interest in both imagining and generating computer-based images of scientific phenomena.
- Spatial Visualization is a component of Spatial Reasoning, typically concerned mainly with the mental manipulation of shapes and figures.
- Visual Thinking (k.a. Visual–Spatial Learning; Picture Thinking; Real-Picture Thinking) is properly included among Cognitive Styles Theories. It is grounded on the notion that some people prefer using mental imagery (versus, e.g., words or logic) as their principal or exclusive mode of thought.
CommentaryVisualization is sometimes embraced as a recent and innovative learning practice. However, in effect, it is nothing more than a revitalization of the notion of “imagination,” in the original sense of the word (> Latin imaginari, “to form a mental image”). Thus, rather than seeing Visualization as a major new insight into learning, its prominence in contemporary educational discourse might be more appropriately read as a recovery of ancient wisdom that has been eclipsed through recent centuries of indefensible, image-poor practices across subject areas.
Authors and/or Prominent InfluencesDiffuse
Status as a Theory of LearningVisualization is a core learning process – but, in the field of education, associated discourses are typically less concerned with understanding the process and more focused on deploying it as a tool for teaching.
Status as a Theory of TeachingWithin education, Visualization is most often engaged as a strategy for or emphasis in teaching.
Status as a Scientific TheoryHumans devote vastly more brain space to sight than any other sensory capacity, so it is hardly surprising that Visualization would be a powerful and ubiquitous means for making sense of the world. Much research has been devoted to the phenomenon. Unfortunately, within education, relatively little of the associated research has been attentive to implicit metaphors – and, accordingly, much if not most of current discussions of Visualization are aligned Folk Theories (especially Cognitivism and other Brain-as-Computer Discourses). For that reason, despite extensive and compelling accumulated evidence, the discourse on Visualization within education cannot be characterized as either consistent or scientific.
- Guided Imagery (a.k.a. Guided Affective Imagery, Katathym Imaginative Psychotherapy)
- Motor Imagery (a.k.a. Mental Practice of Action)
- Scientific Visualization
- Spatial Visualization
- Visual Thinking (a.k.a. Visual–Spatial Learning; Picture Thinking; Real-Picture Thinking)
Please cite this article as:
Davis, B., & Francis, K. (2020). “Visualization” in Discourses on Learning in Education. https://learningdiscourses.com.
⇦ Back to Map
⇦ Back to List