Where does what we know come from? The importance of imagination in language

Abstract

This article is the result of a documentary review of the research carried out in recent years on the influence that imagination has on language, carried out under a qualitative methodology, from the state-of-the-art modality, with different psychological, social, philosophical and cognitive. A journey is made from the theoretical bases to contemporary times, highlighting the most important findings, convergences, divergences and conclusions of the different authors on the subject. Among the most notable conclusions are the contributions of Vygotsky, from his sociocultural theory, where all learning processes are developed from experience and interaction in society, where subjects are allowed to prepare to reason, interpret and assimilate the world (Linares, 2008), there are also some important divergences between Piaget’s psychogenetic proposal and Vygotsky’s sociocultural proposal, it is in this way that, based on the different postulates of the authors, it is concluded that the imagination does have influence on language, since from one’s own experiences and social interaction, the learning process occurs, which is associated with imagination, thought and rhetorical figures, which allow the acquisition of language in each individual and their social group.