Dualities in Creative Thinking: A Novel Approach to Teaching and Learning Creativity

Autor/inn/en	Rockliffe, Andrew; Mckay, Jane
Titel	Dualities in Creative Thinking: A Novel Approach to Teaching and Learning Creativity
Quelle	In: Research in Education, 116 (2023) 1, S.67-89 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mckay, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/00345237231158053
Schlagwörter	Teaching Methods; Creative Teaching; Creativity; Learning Processes; Evaluation Methods; Logical Thinking; Humor; Systems Approach; Skill Development; Interdisciplinary Approach; Guidelines; Problem Solving; Mathematics Instruction; Painting (Visual Arts); Abstract Reasoning; Brain Hemisphere Functions; Welding; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Grade 11; Males; Student Evaluation; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kreativität; Learning process; Lernprozess; Humoristische Darstellung; Systemischer Ansatz; Kompetenzentwicklung; Qualifikationsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Richtlinien; Problemlösen; Mathematics lessons; Mathematikunterricht; Malerei; Abstraktes Denken; Denken; Schweißen; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; School year 11; 11. Schuljahr; Schuljahr 11; Male; Männliches Geschlecht; Schulnote; Studentische Bewertung; Australien
Abstract	In this paper, we present a novel approach to defining, teaching, and assessing creativity by examining its origins and delineating the processes involved. The rationale for introducing this framework developed from studying existing thinking and questioning the current metrics for measuring creativity, which we posit are unfit for purpose. We reach this conclusion because rather than accepting the existing focus on outcomes, we perceive creativity as a process based on different types of logic. Drawing upon the earlier work of De Bono and Kolb, we explore the creative process through the lenses of humour and systems engineering to reveal and develop a range of demonstrable skills and key techniques that can be learned, taught and assessed. By using the identified system inputs of creative logic, dialectic conflicts (dualities), alternate narratives, and abstraction, we ultimately present a possible framework for evaluating creativity without relying on subjective assessment. This methodology and framework can be applied in all educational contexts, from cross-curricular mainstream learning to a focus on excluded and hard-to-reach learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01