The chapter delves into the concept of anomalies in scientific theories and how they can expand our imagination or force us to rethink our knowledge. It discusses the way people handle anomalies, the taxonomy of responses to them, and the psychological aspect of dealing with them, particularly the tendency to dismiss them rather than accept them.
Imagination is commonly thought to be the special province of youth―the natural companion of free play and the unrestrained vistas of childhood. Then come the deadening routines and stifling regimentation of the adult world, dulling our imaginative powers. In fact, Andrew Shtulman argues, the opposite is true. Imagination is not something we inherit at birth, nor does it diminish with age. Instead, imagination grows as we do, through education and reflection.
The science of cognitive development shows that young children are wired to be imitators. When confronted with novel challenges, they struggle to think outside the box, and their creativity is rigidly constrained by what they deem probable, typical, or normal. Of course, children love to “play pretend,” but they are far more likely to simulate real life than to invent fantasy worlds of their own. And they generally prefer the mundane and the tried-and-true to the fanciful or the whimsical.
Children’s imaginations are not yet fully formed because they necessarily lack knowledge, and it is precisely knowledge of what is real that provides a foundation for contemplating what might be possible. The more we know, the farther our imaginations can roam. As Learning to Imagine demonstrates, the key to expanding the imagination is not forgetting what you know but learning something new. By building upon the examples of creative minds across diverse fields, from mathematics to religion, we can consciously develop our capacities for innovation and imagination at any age.
Shermer and Shtulman discuss: • imagination: the capacity to generate alternatives to reality • imagination’s purpose and structure • anomalies and counterfactuals • principles: scientific, mathematical, ethical • models: pretense, fiction, religion • development of imagination • how children understand causality • purpose of pretend play • theory of mind • religious practices • AI and creativity • The Beatles • Montessori education.
Andrew Shtulman is Professor of Psychology at Occidental College where he directs the Thinking Lab. His award-winning research has been featured in the New York Times and the Wall Street Journal. His previous book was Scienceblind: Why Our Intuitive Theories About the World Are So Often Wrong. His new book is Learning to Imagine: The Science of Discovering New Possiblities
