Imagining imagination: towards cognitive and metacognitive models

This paper presents a theoretical exploration of the relationship between imagination, cognition and metacognition, conceptualised within ‘emergent models’. These models are offered to enable dialogue tools understand support imagination in education practice, through presence ever-transforming theory, conceived as emergent phenomena. The arrived at theoretically pragmatically, drawing on evolutionary, philosophical, psychological art paradigms. They demonstrate fundamental cognition, metacognition imagination. A major conclusion is that nurture thinking, we should perceive develop aspect thought, opposed often regarding it magical force. Of special importance necessity for prominence given strong evidence supports achievement attainment. Through its with increases our capacity learn, enables personal potentially, democratic capacity.