The article is centered on the connections problem between historical comprehension and historical imagination, from the double take on history as an academic exercise and its teaching. For historical knowledge to acquire a sense of communication and utility, as a condition, competence in historical comprehension is needed. It should presume a specific manner of relating with the past where the subjects of the present without getting compromised with the objectives and beliefs that are foreign to them, are perfectly capable of escaping their own prejudices and submerge themselves in a universe that in the beginning appears unfamiliar. For these objectives the author of the text pro¬poses empathy as an achievement and the use of imagination on three different levels as indispensable conditions. The article parts from the theoretical difficulties that represent imaginative thinking in history (the relationships given between imagination and evidence), and finally concludes, that without imagination, historical Knowledge will remain static.