Fostering Creative Ecologies in Australasian Secondary Schools

Bruin, Leon de; Harris, Anne

doi:10.14221/ajte.2017v42n9.2

Cited by 26 publications

(8 citation statements)

References 22 publications

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“…We can solve the challenges of our time by working together, bringing our collective and multifaceted creativity to bear (Peschl and Fundneider 2013). This potential for creativity can be cultivated and unleashed, but is stifled in controlling, inhibiting and isolating circumstances (de Bruin and Harris 2017). Discovery, invention and adventure await schools, organisations and communities that encourage and equip their members to cultivate autonomy, self-direction, collaboration, responsibility and agency (Barth and Rieckmann 2012).…”

Section: Discussionmentioning

confidence: 99%

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Sustainable learning and education: A curriculum for the future

Hays¹,

Reinders

2020

Int Rev Educ

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This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is not necessarily education for sustainability, but rather sustainable learning, a new and different idea. The intention behind SLE is to create and proliferate sustainable curricula and methods of learning and teaching. These are designed to instil in people the skills and dispositions to thrive in complicated, challenging and ever-changing circumstances, and contribute to making the world a better place. This article contributes to the literature by (1) elucidating the concept and purpose of SLE; (2) enumerating principles of sustainability that apply in the educational and professional development context; and (3) proposing a curriculum for SLE framed as a university course or professional development programme. The authors emphasise the importance of systems and ecological thinking and the essential role of self-sufficiency as both a means and an end of sustainable learning and education. They conclude with a comment on community: the more fully we accept and appreciate our neighbours, organisations and societies as important, interdependent and deserving of a viable future, and the more we engage with them towards positive ends, the more universally accepted the imperative of sustainability will be, and the more likely we are to attain it.

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Section: Discussionmentioning

confidence: 99%

“…Self-mastery of learning involves developing skills of inquiry, discovery, critical thinking, problem-solving, reasoning, judgement, imagination, collaboration and other higher-order capacities, including reflection and the disposition and discipline to make the most of the above skills (de Bruin and Harris 2017).…”

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confidence: 99%

Sustainable learning and education: A curriculum for the future

Hays¹,

Reinders

2020

Int Rev Educ

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“…For this reason, the measurement or change of attitude could predict or change a person's behavior; in other words, the observation and evaluation of learning attitude could predict a person's learning effectiveness and performance in some parts. Bruin and Harris (2017) stated that creativity could be trained through the cultivation with education activities and timely inspiration of creativity to keep pupils' novelty and curiosity about new affairs, cultivate the active problemfinding and problem-solving learning attitudes, and provide students with an open, respectful, positive, and completely accepted environment to positively induce the development of creativity. Machuve and Mkenda (2019) indicated that students learning at schools did not simply absorb knowledge, but learn thinking and meaningful life, e.g., problem solving and creation, solve common problems with cooperative learning attitude, respect and be tolerant, as well as create and apply knowledge to adapt to the rapidly changing times.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of STEM Inquiry Method on Learning Attitude and Creativity

Chen

2021

EURASIA J Math Sci Tech Ed

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The innovative education trend is gradually developed on/off campus in past years. The constant integration of digital technology with education generating the new-style education model redefines the integrated activity and information technology curricula at schools. Creative thinking aims to cultivate students combining various situations (e.g., scientific situation, industrial situation, living situation) with creative design and developing original research and problem solving with specific engineering goals.Taking college students in Bangkok, Thailand, as the research object, total 316 students are preceded the 16-week (3 hours per week for total 48 hours) STEM inquiry method experimental research. The research results are summarized as below. 1. STEM inquiry method cultivates students' personal scientific activity and inquiry ability without restricting the ideas, but guides students to experience the complete learning process. 2. STEM education, with integrated instruction, cultivates students learning knowledge and skills for the application to real life. During students' learning, the integration of subject knowledge, life experience, and learner-centered is emphasized. 3. Taking the curriculum design principle of STEM inquiry method, i.e. students' interested issues, into the consideration of curriculum design and combining several relevant curriculum fields for integrated instruction, the planned self-directed learning activities and opportunities could assist students in applying the learned knowledge to solve problems in real life so as to enhance students' creative thinking ability. According to the results to propose suggestions, it is expected to help students learn complete knowledge and, more importantly, present critical thinking and problem solving abilities.

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“…Luis : How are we to understand nature, culture, interactions, ecosystems, and creativity in a way that is performative in terms of care and regeneration, not only for and of the fellow human but also of non-human beings and collective becomings ? In The Three Ecologies (Guattari, 2014, p. 28), first published in French in 1989, Guattari wrote, “Nature cannot be separated from culture; in order to comprehend the interactions between ecosystems, the mecanosphere and the social and individual Universes of reference, we must learn to think ‘transversally.’” In line with Deleuze’s reading of process philosophers such as Nietzsche, Whitehead, and Bergson (Browning & Myers, 1998), a desirable answer to the above question may be found in an ecology of creation, a co-creative field of possible relationships or indeed creative ecologies which can be assimilated, nurtured, and even learned dynamically (de Bruin & Harris, 2017). Co-creation as an immanent and real “whole onflow” (Andrews & Duff, 2020) can be understood as a common denominator between nature and culture, not as the objective result of a productivist activity but as the common agentic source of becoming: “Living matter itself becomes the subject” rather than only an object of inquiry (Braidotti, 2010).…”

Section: Part 1: Theoriesmentioning

confidence: 98%

Co-Creating the Real: A Transdisciplinary Dialogue

Glăveanu

Miranda

2021

Qualitative Inquiry

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This article is the fruit of a written dialogue between a sociocultural psychologist and a philosopher invested in the study of the Creative Real, in a context that resonates with process philosophy and posthumanism. Each of the two authors come from a different tradition (or, rather, different traditions) to the topic of posthuman creativity and their approaches overlap considerably but include as well important points of difference, ranging from writing style to key concepts and areas of application.

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Fostering Creative Ecologies in Australasian Secondary Schools

Cited by 26 publications

References 22 publications

Sustainable learning and education: A curriculum for the future

Sustainable learning and education: A curriculum for the future

Effects of STEM Inquiry Method on Learning Attitude and Creativity

Co-Creating the Real: A Transdisciplinary Dialogue

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