Using Fantasy in Learning. Who, ever in his life has not imagined flying, traveling in time to unknown galaxies, or living in the future? Who has not been super hero, dragon, swordsman, fireman or a microscopic being? Who has not had a vivid fantasy?
Think of a wonderful thought
Any merry little thought
Think of Christmas, think of snow
Think of sleigh bells
Off you go like reindeer in the sky
You can fly! You can fly!
You can fly!
Peter Pan
Fantasy, which constitutes the highest degree of imagination, allows us to mentally represent events, stories or images of things that do not exist in reality, that are or were real but are not present.
Fantasy, makes possible to link the internal with the external, focuses on the existent to create the nonexistent or focuses on the nonexistent to make it into reality.
As a learning tool, it is attractive because it produces intrigue and fun, it cultivates creativity in the Learning Partners and allows them to be excited as their intelligence grows.
As facilitators, we can generate mental images in our Learning Partners, but before that image is projected onto them, it must occur first in us, through our verb, our body expression, or with the support of music, art or multimedia resources.
The fantasy allows to overcome the physical limitations, of time or space. When our Learning Partner lives the experience and it has been beautiful, wonderful, relaxing and extraordinary, his imagination makes him create all the missing learning elements in the process that he had not lived and begins to connect the elements of learning that are happening with the ones he brings, so he begins to build his imagery and that allows him to explore elements in his mind based on his experience.
The exercise of fantasy also allows us to approach phenomena that otherwise we could not understand because they are intangible, non-existent or abstract elements, such as unlearning or metacognition.
We can use fantasy to develop sensitivity to a theme raised or making possible to conceive the reality. If the instructions and conditions are right, many of these abstractions become a reality of learning in the mind of the Learning Partner.
Fantasy, becomes enduring when we use continuous suggestions of diverse nature (direct, indirect, verbal, nonverbal, vocal, non-vocal) to make it pleasurable and motivate those who participate in it.
It is possible to make people more sensitive to being suggested with a fantasy, through positive comments, inspirational phrases, metaphors, poetry, movies, stories, stories, classic art, presenting problems to solve, wearing costumes or assigning creative tasks, which, coupled with conditions of respect and recognition, generate a state of receptivity to fantasy.
When fantasy happens, the Learning Partners generate their own concept, no matter what the fantasy is, because they process it uniquely, see it from their own point of view, and that view is not shared with anyone else. While the points of view may coincide, the way each one observes the processes is unique.
Stimulate the minds of your Learning Partners, their emotions and their bodies and let their imagination run wild. Create fantasy for them!
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The most important part I read was that as facilitators, we can generate mental images in our learning partners, but before that image is projected onto them, it must occur first in ous! We have to set the stage.