Many people believe that knowledge is a great power leading to success. However, there is an even greater power called imagination that can encourage significant breakthroughs. Imagination is an essential criterion of the creation and progressive development of society. There is a particular correlation between two concepts: knowledge and imagination. The imagination has no scene without sufficient development of knowledge. At the same time, the knowledge is limited in character. And only the combination of these powers can encourage the development of any field.
Only imagination is not enough to advance in a particular sphere. Scientists believe that the creation of any kind is not possible without scientific knowledge (Lengelle et al. 89). Analyzing various industries’ development, it is essential to mention that the absence of knowledge or imagination causes destruction (Lengelle et al. 90). Thus, these concepts contribute to the growth only in combination. Unfortunately, current professional education provides students only with theoretical knowledge. The imaginative skills often are not developed in professional courses (Lengelle et al. 92). Thus, efficient development in any field includes the collaboration of the two mentioned above concepts.
Holding the scientific research in any sphere, the scientist should use imagination to improve the academic field. The knowledge has limited character due to its structured nature (Bell and Willmott 15). The imagination eliminates these limitations and opens the path for new exploration. Without this process, knowledge can never be expanded and developed. Only imaging the innovative opportunities can help to create something new. That is why machines cannot outperform humans even having profound knowledge of data collection. The critical element in successful scientific or academic development is imagination. It allows people to go beyond the borders of knowledge.
However, the imagination also has its limitations and rational distributions. Logic, which is central in most academic disciplines, treats imagination as objectivism (Itkonen 50). Scientists consider this term as the restriction of imagination by knowledge (Itkonen 52). From the logical point of view, development is impossible without rational objectivism and specific expertise. These two concepts limit each other and contribute to the development of any sphere. The imagination itself is unlimited thereby cannot be applied in practice per se. Particular rules should structure this absolute phenomenon to turn it into practice. Therefore, the science of logic treats imagination and knowledge as inseparable notions. Together these concepts ensure the rising tendency of the scientific fields.
In the sphere of professional development, imagination is more important than knowledge. The first concept contributes to critical thinking formation, which increases the adaptive capability of the brain (Huang 11). As a result, the human can gain new knowledge more quickly. Moreover, thanks to imagination, people can innovatively apply the collected data. As a result, they consistently improve the working performance results. The more productive work is always appreciated and often promoted. Thus, having developed imagination and critical thinking person can advance quickly in the professional field.
Analyzed appliances of knowledge and imagination show that these two concepts work efficiently only when combined. Even though there are situations when one of them is more critical, both imagination and knowledge are required for any development from a long-term perspective. Theses concept exists thanks to one other and cannot be separated. Thus, it is irrational to estimate one of them as more important. For example, knowledge is impossible without imagination and vise versa. All the outstanding breakthroughs are made only through combining these two phenomena. Only when combined, knowledge and imagination are powerful instruments of development.
Works Cited
Bell, Emma, and Willmott, Hugh. “Ethics, Politics and Embodied Imagination in Crafting Scientific Knowledge.” Human Relations, vol. 1, 2019, pp. 1-22. doi:10.1177/0018726719876687
Huang, Zhuo. “Exploring Imagination as A Methodological Source of Knowledge: Painting Students’ Intercultural Experience at A UK University.” International Journal of Research & Method in Education, vol. 44, no. 4, 2020, pp. 366-378. doi:10.1080/1743727X.2020.1796958
Itkonen, Esa. “The Central Role of Imagination in Linguistics, Philosophy and Logic.” Public Journal of Semiotics, vol. 8, no. 2, 2018, pp. 49-74. doi:10.37693/pjos.2018.8.20257
Lengelle, Reinekke, et al. “The Role of Imagination in Emergent Career Agency.” Australian Journal of Career Development, vol. 27, no. 1, 2018, pp. 88-98. doi:10.1177/1038416218777832