![]() ![]() Ray Bradbury was very concerned with helping to be more creative. This is largely due to the increasingly tight curricular constraints, the obsessive concern with objectives to the exclusion of broader educational aims, the intense focus on testing and measurement, and the love-affair with “efficiency” expressed in statistical terms and quick results – all of which characterise so much of what currently passes for education (Maley & Peachey, 2015, p. There is also a good measure of agreement that the current educational ethos is damaging to creativity. However, the educative system hinders creativity because it is too rigid: Furthermore, it is essential to use creativity to get a meaningful learning process. It allows us to find ways to think, to communicate and to solve problems. The main value of creativity is not in the quality of the product, but in the possibilities that it opens to human beings. Not every creativity process is followed by a brilliant product and it doesn’t matter to human growth. We tend to associate creativity to great artists that get unique works, but this represents a very little proportion of creativity. Any learning process must have some degree of creativity involved: “ Process creativity refers to the ability to apply relevant knowledge inventively to problems at hand” (Kellogg, 1994, p. ![]()
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