A Situated Model of Creative Learning - Keynote at EERA, Istanbul

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Abstract

This presentation puts forward a situated model of creative learning. Most educational studies on creativity tend to concentrate on explaining the relation between teaching and creativity while keeping learning as a secondary concept (Torrance, 1972; Hennessey & Amabile, 1987; De Bono, 1992; Fasko, 2000-2001). However, Anna Craft (2005) has stated that it is likely that teaching creatively leads to creative learning, suggesting that there is a need to describe the concept of creative learning and to analyze its possible constituents. Accordingly, this presentation introduces an empirically based and theoretically informed model of a creative learning community. The model is based on three key concepts or learning principles which can take different forms in particular settings and social practices. These are respectively: 1) Immersion in the topic of interest, in traditions and in the subject matter, 2) Experimentation and inquiry learning and 3) Resistance from the material of interest. As a theoretical point of departure, I will outline a situated model of creativity and learning, and following this, I will introduce my model of creative learning and the basic components of a creative learning community. This presentation will include several empirical examples. In the final part, the model will be discussed in relation to the concept of creative teaching.
Original languageDanish
Publication date2013
Number of pages14
Publication statusPublished - 2013
EventEuropean Conference on Educational Research 2013: Creativity andn Innovation in Educational Research - Bahcesehir University, Istanbul, Turkey
Duration: 9 Sep 201313 Sep 2013

Conference

ConferenceEuropean Conference on Educational Research 2013
LocationBahcesehir University
CountryTurkey
CityIstanbul
Period09/09/201313/09/2013

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