The Importance of Life Force, the First Stage and Creator of Concentration, in Education

The endeavor to separate what is thought to be logical, cognitive, and intellectual from creativity and emotion has resulted in several unexpected effects, the most evident of which is the wasteland that we refer to as class arithmetic. The product is a catastrophe because it is constructed on incorrect assumptions about how people acquire knowledge. When students' imaginations come into touch with the passion that mathematics has, mathematics has the potential to become exciting and significant. Nevertheless, the problem that we confront goes beyond merely pointing out that mathematics is an enthusiastic topic. People have an exceedingly tough time understanding how mathematics could be taught in an unusual way than what is currently being taught because the vocabulary that is used to discuss education is so full of assumptions and assumptions that need to be uprooted and questioned. The problem is that the vocabulary that is used to discuss education is so full of assumptions and assumptions that need to be uprooted and questioned. Most people get their mathematical knowledge via school textbooks. Since schoolbooks operate on the presumption that imagination and feeling are in no way connected to mathematics, we are unable to provide an explanation for how these factors might be reintroduced into such a mathematical framework. Despite the clear excitement and creative genius of the persons responsible for producing the mathematical information that is retained in textbooks, this illusion continues to endure. We need to reclaim Wordsworth's understanding of the imagination as "Logic at its most exuberant" (The Prelude, XIV, 192), and we also need to recognize the significance of Frye's insight that "the combination of passion and intellect we name imagination" (Imagination), page 57. When we give emphasis to imagination in the learning process, we are directed to transcend the mind/emotion distinction and to see the two together in every area of the learning process and in every subject of knowledge. This is true in every aspect of the learning process. Our emotional lives are connected to our intellectual lives, and vice versa. Our imagined lives are also connected to our emotional lives. It is thus hard for us to resist being emotionally invested in the process of fictional learning. Since it needs us to acknowledge that methods of teaching and learning that are independent of our emotions are educationally useless, imagination is a vital part of the educational process. This is because it demands us to use our imagination