Imagery in the Schools: Some Things We’ve Learned

  • Beverly-Colleene Galyean


Educators, by tradition, are interested in intellectual development as well as the acquisition of and creation of knowledge. Thus we are seeing a growing interest in the use of image based learning activities in the standard curriculum. Much has been written in recent education literature about the necessity of giving equal attention to intuitive/holistic modes of processing information as well as rational/analytical modes. Brain and consciousness researchers are discovering that we have not only negated our ability to think intuitively, creatively and spontaneously, but we have built whole psychoeducation models around analytical and linear modes of thinking (Bogen, 1982; Roberts, 1980; Sylwester, Chall and Wittrock, 1981). Little or no attention is being paid to how the mind works in its entirety, and to the a priori fashion in which humans accrue information--that being through intuitive insight (Vaughan, 1979). Rational intelligence demands some sort of inner content upon which to perform its logical operations. This content births as a feeling image, a hunch, an idea, and later serves as the subject for cognitive processing. Some researchers even believe that all thoughts “are encoded in emotions” and manifest as “feeling tones” in the body (Gray and LaViolette, 1982).


Mental Imagery Deep Breath Voice Tone Human Possibility Rational Intelligence 
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.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Bogen, J. (April 24, 1982 ). Split brains and the human duality. Lecture delivered at the Tarrytown Conference Center, Tarrytown, New York.Google Scholar
  2. Brown, B. (1980). Supermind. New York: Harper and Row.Google Scholar
  3. Elligett, J., Danielson, H., and Holland, M. (1982). A preliminary evaluation of the success imagery program in seven schools. Report presented at the American Association for the Study of Mental Imagery Conference, Los Angeles.Google Scholar
  4. Fugitt, E. (1982). He hit me back! Manuscript in publication. Rolling Hills, CA.: Jalmar Press.Google Scholar
  5. Galyean, B. (June, 1982 ). Visualization and guided imagery in education: A preliminary study. Report for the Center for Integrative Learning, Long Beach, CA.Google Scholar
  6. Gray, W., and LaViolette, P. (1982). New theory: Feelings code, organize thinking. Brain/Mind Bulletin, 7 (6), 1–4.Google Scholar
  7. Groff, E., and Render, G. (1982). The effectiveness of three classroom teching methods: Programmed instruction, simulation and guided imagery. Paper presented at the Annual Meeting of the American Education Research Association, New York City.Google Scholar
  8. Jones, R. (1968). Fantasy and feeling in education. New York: Harper-Colophon.Google Scholar
  9. Lange, H. (May, 1982 ). Increase of learning achievement through the use of guided imagery. Unpublished master’s thesis, Mt. St. Mary’s College, Los Angeles, CA.Google Scholar
  10. MacLean, P. (1978). A mind of three minds: Educating the triune brain. In J. Chall and A. Mirsky (Eds.), Education and the brain. Chicago: University of Chicago Press.Google Scholar
  11. Pelletier, K. (1977). Mind as healer, mind as slayer. Delaware: Delacorte Press.Google Scholar
  12. Piccolo, M., and Render, G. (1982). The relationship between mental imagery and SRA reading comprehension in high school students. Paper presented at the Annual Meeting of the American Educational Research Association, New York City.Google Scholar
  13. Roberts, T. (1980). Consciousness, psychology and education: A speculative essay. Journal of Society for Accelerative Learning and Teaching, 5 (3), 189–231.Google Scholar
  14. Shaw, G. (1998). Imagery use in creative and high IQ children. Report presented at the American Association for the Study of Mental Imagery Conference, Los Angeles.Google Scholar
  15. Sylwester, R., Chall, J., and Wittrock, M. (1981). Educational implications of recent brain research. Educational Leadership, 6–15.Google Scholar
  16. Toomim, M. (1982). Biofeedback and imagery in the schools: A summary of several research projects in education. Report presented at the Brain/Mind Revolution Conference, Upland, CA.Google Scholar
  17. Vaughan, F. (1979). Awakening intuition. New York: Anchor/ Doubleday.Google Scholar
  18. Wittrock, M. (1980). The brain and psychology. New York: Academic Press.Google Scholar

Copyright information

© Plenum Press, New York 1986

Authors and Affiliations

  • Beverly-Colleene Galyean
    • 1
  1. 1.Center for Integrative LearningLong BeachUSA

Personalised recommendations