Educating for Creativity

Abstract

Our current educational systems reflect forms of thinking and organizing that are not appropriate for the twenty-first century. New transdisciplinary educational approaches should integrate complexity, creativity, and an awareness of the most recent developments in the sciences.The relationship between complexity theory and education deserves far greater attention, because complexity leads to new concepts and approaches in education. The focus on complexity also reflects the need for a new way to understand a networked society, a world where interconnectedness, interdependence, uncertainty, and emergence play central roles. It demands reflection and the teaching of reflection, the development of complex thought; it requires going beyond reductionism, disjunction, and abstraction. Crucially, it requires the integration of the inquirer into the inquiry, and leads to a completely different, transdisciplinary approach. These are radically different aims from the ones typically proposed by current educational institutions. Gianluca Bocchi (G. B.)Edgar Morin has already indicated the road to follow in order to bring about this type of education and it can be found clearly explained in as well as his numerous

Development of Creativity of Students in Higher Educational Institutions: Assessment of Students and Experts

“…A number of researchers are concerned that, despite the fact that higher education institutions play a key role in a transforming world, modern educational programs do not meet the needs of the economy and the labour market, the development of creativity is underestimated and is not studied enough, the creative capacity of higher education institutions represent an underused resource of the knowledge-based economy [22,23]. As a solution to this problem, the authors suggest using transdisciplinary educational approaches [24,25], to include trainings on a creative thinking [26], research experience [27] in the curriculums. Soon Ye Hwang, while analysing creativity as it is traditionally included into educational practices, argues that the creativity should be understood as a fundamental principle of human existence and everyday experience, so such approach will encourage rethinking of creativity in education [28].…”

Developing Creativity to Enhance Human Potential in Sport: A Wicked Transdisciplinary Challenge

“…A contextual analysis is a productive approach for investigating the sociocultural contexts in which phenomena are historically constructed (Uehara et al, 2018). The following contextual analysis demonstrates a transdisciplinary point of departure and introduces literature that illuminates some social, cultural, and historic constraints on creative development (Hristovski et al, 2012), and transdisciplinary research (Bocchi et al, 2014). To locate this contextual analysis we “zoom out” to appreciate the all-encompassing ecological context called the macrosystem.…”

“…Creative problem solving has been called upon to address the world's wicked problems (Songca, 2006; Bocchi et al, 2014). However, cultivating the cultural contexts and social systems that foster human creativity requires that we confront the challenge of developing creativity, a wicked problem in its own right.…”

“…To better comprehend wicked problems and transcend traditional linear thinking in sport, work organization and education there have been increasing calls for transdisciplinary research (Songca, 2006; Bocchi et al, 2014). At present, transdisciplinary research is flourishing in the field of sustainability science.…”

Safe Spaces for Enabling the Creative Process in Classrooms

“…Education expectations and practices reflect the community in which they reside. Australian industries today within fields such as economics and technology have shifted from creating a culture of repetition to a culture of creativity (Bocchi et al, 2014). Contemporary educational policy, beliefs and ideals, both nationally and internationally reflect this shift toward the benefit of creative engagement, where a creative disposition is recognised as an asset to 21 st Century society (Guo & Woulfin, 2016) and education systems.…”