13 SES 02, Long Paper Session
Long Paper Session
What are our images of creativity? How do these images relate to ways of conceptualizing creative education? I here address these questions while drawing on three philosophical discourses that metaphorize creativity as “expression,” “production,” and “reconstruction.”
Philosophical discourses on creativity—old and new—demonstrate that creativity is hardly a new way of portraying the dynamics of knowledge and learning. Creativity is by no means a new way of metaphorizing the dynamics of knowledge and learning. Rather, what is new is the current situation, a new phase of the global knowledge economy labeled as for example a “wave of creativity and innovations”, “a creative economy”, a new “ecology of ideas”, or “an age of innovation”. Taking the new ways of the world, it is therefore pertinent to explore ways in which, and to what extent, traditional metaphors of creativity may shape our ways of thinking about the acts of creating something new.
Since the current economization of knowledge and ideas has contributed to a common call for a “creative ethos” within knowledge intensive societies it is pertinent to explore how different metaphors of creativity mirror and shape our ways of seeing the dynamics of knowledge and learning. It should be emphasized, however, that all three metaphors move beyond the current hype within business circles, in which creativity is paralleled with effectiveness and seen as economic imperative. Rather, this paper throws some light on this hype, since I here reveal how different ways of metaphorizing creativity offer distinct images, theoretical representations, or models of thought that not only mirror but also provide openings and limitations for our ways of thinking about people’s capacity for curiosity, experimentation and creative innovation.
The three philosophical discourses all see creativity as the act of creating something new. Moreover, the three metaphors —“expression,” “production,” and “reconstruction”— should be seen as ideal types, not mirroring any ongoing “epistemic war” or “historic progress,” as their different ways of picturing creativity seems to be equally recognized and are used somewhat overlapping within the current literature. But they offer different and somewhat contrasting perspectives on educative experiences, creative acts, and epistemic ruptures. By implication, they also help to conceptualize creative education differently.
Taking a bird’s-eye-view of these discourses, I here reveal their distinct images, theoretical representations, and models of thought. My ambition is to provide a better understanding of the contours of creativity in relation to education in knowledge intensive societies. To what degree do the philosophical discourses on creativity offer openings or limitations of unlocking the creative and critical potential of the young?
Anderson, D. R. (1987). Creativity and the Philosophy of C. S. Peirce. Dordrecht: Martinus Nijhoff. Strand, T. (2011). Metaphors on Creativity and Workplace Learning. Scandinavian Journal of Educational Research, 55 (4), 341 - 355 Banaji, S., Burn, A. and Buckingham, D. (2006). The Rhetoric of Creativity: A Review of the Literature. A Report for Creative Partnerships. Centre for the Study of Children, Youth and Partnerships. Institute of Education: University of London. Froebel, F. (1826/1887). The Education of Man. New York and London: D. Appleton and Company. Herder, J. G. (1772). Abhandlung über den Ursprung der Sprache (Tratise on the Origin of Language). Retrieved February 2013 from http://gutenberg.spiegel.de/?id=5&xid=1162&kapitel=1#gb_found Joas, H. (1996). The Creativity of Action. Chicago: Chicago University Press. Lovlie, L. and Standish, P. (2003). Bildung and the Idea of Liberal Education. In L. Løvlie, K. P. Mortensen and S. E. Nordenbo. (Eds.), Educating Humanity: Bildung in Postmodernity (pp. 1–24). London: Blackwell. Marx, K. (1844). Critique of Hegel’s Philosophy in General. Retrieved January 2013 from http://www.marxists.org/archive/marx/works/1844/manuscripts/hegel.htm Paavola, S. and Hakkarainen, K. (2005). Three Abductive Solutions to the Learning Paradox—With Instincts, Inference and Distributed Cognition. Studies in Philosophy and Education, 24, 235–253. Peirce, C. S. (1904/1998). Pragmatism as the Logic of Abduction. In N. Houser et al. (Eds.), The Essential Peirce. Selected Philosophical Writings. Vol. 2 (1893–1913) (pp. 226–241). Bloomington and Indianapolis: Indiana University Press. Peters, M. A., Marginson, S. and Murphy, P. (2009). Creativity and the Global Knowledge Economy. New York: Peter Lang. Schiller, F. (1794/2004). On the Aesthetic Education of Man. New York: Dover.
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