The Pedagogy of Creativity
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Published
Feb 14, 2017
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Abstract
The book is very interesting in that the author Anna Herbert
attempts to use the views of a number of psychological
analysts to explain how different theories can be used to
develop creativity in the classroom and overcome factors
that prevent a creative environment. Taking a classroom based example of post-structuralist methodology as a
starting point, she explores the relationship between
creativity as seen in psychological activity, such as dreams,
and creativity as seen in the classroom. She asks the
following questions:
• What might a methodology which taps into different
forms of creativity look like?
• Could such methodology support current
neuropsychological theories of memory and learning?
• What are the consequences of imaginary and symbolic
orders of knowledge for understanding of both
attempts to use the views of a number of psychological
analysts to explain how different theories can be used to
develop creativity in the classroom and overcome factors
that prevent a creative environment. Taking a classroom based example of post-structuralist methodology as a
starting point, she explores the relationship between
creativity as seen in psychological activity, such as dreams,
and creativity as seen in the classroom. She asks the
following questions:
• What might a methodology which taps into different
forms of creativity look like?
• Could such methodology support current
neuropsychological theories of memory and learning?
• What are the consequences of imaginary and symbolic
orders of knowledge for understanding of both
Article Details
How to Cite
RUTLAND, Marion.
The Pedagogy of Creativity.
Design and Technology Education: an International Journal, [S.l.], v. 17, n. 1, feb. 2017.
ISSN 1360-1431.
Available at: <https://www.ariadne.ac.uk/DATE/article/view/1690>. Date accessed: 24 sep. 2022.
Keywords
Design & technology ; Education ; Research ; Curriculum
Issue
Section
Review
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