Creativity and learning events
Beighton, C. 2013. Creativity and learning events.
This paper reports on my attempt to complement dominant ideas about creativity in education.
Working from the perspective of teacher education, a central tenet of my argument is that creativity must engage with chaotic forces and complex models of emergence to reflect complex learning Events. This, I suggest, involves a radical challenge to some commonly-held views of creativity by critiquing a reliance on individualism, productivity and contingent values. These represent conceptual barriers to creativity in the complex ecology of lifelong learning, which I define as an open system.
However, it also draws constructively on ideas from anthropologist Tim Ingold and philosopher Gilles Deleuze to sketch a processual model of creativity in learning. Briefly stated, I argue that top-down “product” models of creativity can be complemented by a bottom–up “process” model on condition that practices which engage with the material forces of chaos can be identified and used in learning situations. The position is derived from a form of relational materialism which identifies creativity as an operator of new connections rather than as a producer of useful objects.
To do this, I look to practices in aesthetics to identify the deployment of improvisation, chance and error as the micro skills of a material engagement with chaos. The identification of these micro skills, I suggest, allows us to define ways in which everyday practices of pedagogy (e.g. inquiry / problem-based pedagogy) and research (e.g. creative / collaborative writing) can benefit from this creative engagement with chaos and complexity.
|Conference||Chaos, Creativity, and Connections in Social Science Research|
|Publication process dates|
|Deposited||27 Aug 2013|
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