Imagination is Enriching Self-knowledge—A Possibility for Individual Learning About Own’s Needs and Resources

Objectives It is shown that imagination is enriching the process of self-knowledge after a mindful practice and picture supported talk. Further questions, which were answered, are in which way imagination supports learning and communication and if the students experience changes through the experiment. Method A qualitative experiment containing the K-10 questionnaire, a mindful practice with breathing exercises and Yin Yoga and a semi-structured interview, using a picture produced by an AI during the talk, was done. Results Thematic analyses with a codebook and a journal was done. Imagination enriched self-knowledge, was used when words were limited, to underline and express feelings and actions, to mediate, to compare and expand our perspective and feelings using the AI (artificial intelligence) generated picture and to interpret instructions bringing in one’s own background. Conclusion Imagination is shown to enrich the process of self-knowledge following mindful practice and imagery-supported talk in the context of multicultural education and inclusive education. Imagination enables one to mediate what is needed and meaningful at this point of time. That agrees with the literature. Imagination expands our inner world, which leads to transformation, communicating feelings and experiences in images, when words are limited. It allows one to interpret instructions individually. In inclusive and multi-cultural education imagination shall be focused and chances evaluated. In stress prevention in a school setting imagination is a possible starting point for an individual self-helping concept. Imagination enables one to develop with interest in overcoming one's own borders and position the own person under imagining social issues and not being forced to point out the personal problems.