What is goal of learning ?
what is role of creativity in learning ?
who plays indirect role in developing creativity ?
what are the influences to indirect roles that develop creativity ?
is it individual will to get influenced ?
what role individual mind set plays in developing a will ?
In the perspective of creative behavior, creativity and learning are separate phenomena, and educators decide whether to focus on spreading creativity at the expense of learning or supporting learning at the expense of fostering creativity (Beghetto & Karwowski, 2018; Burnett & Smith, 2018). Such claims have been reinforced by empirical support in students and teachers (Kettler, Lamb, Willerson & Mullet, 2018; Scott, 1999) are not surprising, given that typical school design tends to privilege equality (Glăveanu & Beghetto, 2017).
On the other hand, another perspective accepts the link between creativity and learning (Alessandroni, 2017; Beghetto & Karwowski, 2018). Various authors support this relationship of mutual coexistence between both constructs, finding empirical evidence that supports this link (e. g. Beghetto & Karwowski, 2018; Beghetto & Kaufman, 2017; Gajda et al., 2017, Vygotsky, 2004). Thus, despite the fact that school curriculum design is based on equality, it is not possible to conclude that school learning excludes creativity (Glăveanu & Beghetto, 2017; Karwowski, 2018).
Beghetto, R.A. (2019). Structured uncertainty: How creativity thrives under constraints and uncertainty. In C. Mullen, (ed.), Creativity under duress in education? (pp. 27-40). Switzerland: Springer.
Beghetto, R.A., & Dilley, A.E. (2016). Creative Aspirations or Pipe Dreams? Toward Understanding Creative Mortification in Children and Adolescents. New Directions for Child and Adolescent Development, 151(1), 85–95.
Beghetto, R.A., & Karwowski, M. (2018). Educational Consequences of Creativity: A Creative Learning Perspective. Creativity. Theories- Research-Applications, 5(2), 146-154. https://doi.org/10.1515/ctra-2018-0011.
Beghetto, R.A., & Kaufman, J.C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53-69. doi:10.1080/13598139.2014.905247.
Beghetto, R.A., & Kaufman, J.C. (2017). Ever-Broadening conceptions of creativity in the classroom. In R.A Beghetto, & J.C. Kaufman, (eds.), Cambridge companion to nurturing creativity in the classroom. New York: Cambridge University Press.
Burnett, C.& Smith, S. (2019). Reaching for to Star: A model for integrating Creativity in Education. In C. Mullen, (ed.), Creativity under duress in education? (pp. 179-200). Switzerland: Springer.
Gajda, A., Beghetto, R.A., & Karwowski, M. (2017). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24(1), 250-267. doi:10.1016/j.tsc.2017.04.002.
Glăveanu, V., & Beghetto, R.A. (2017). The difference that makes a ‘creative’ difference in education. In R.A. Beghetto, & B. Sriraman (eds.), Creative Contradictions in Education: Cross-Disciplinary Paradoxes and Perspectives (pp. 37-54). Cham: Springer International Publishing.
Kettler, T., Lamb, K.N., Willerson, A., & Mullet, D. (2018). Teachers’ Perceptions of Creativity in the Classroom, Creativity Research Journal, 30(2), 164-171. doi:10.1080/10400419.2018.1446503.
Vygotsky, L.S. (2004). Imagination and creativity in childhood. (Trans. M. E. Sharpe, Inc.). Journal of Russian and East European Psychology, 42(1), 7-97 (Original work published 1967). doi:10.1080/10610405.2004.11059210.
In the perspective of creative behavior, creativity and learning are separate phenomena, and educators decide whether to focus on spreading creativity at the expense of learning or supporting learning at the expense of fostering creativity (Beghetto & Karwowski, 2018; Burnett & Smith, 2018). Such claims have been reinforced by empirical support in students and teachers (Kettler, Lamb, Willerson & Mullet, 2018; Scott, 1999) are not surprising, given that typical school design tends to privilege equality (Glăveanu & Beghetto, 2017).
On the other hand, another perspective accepts the link between creativity and learning (Alessandroni, 2017; Beghetto & Karwowski, 2018). Various authors support this relationship of mutual coexistence between both constructs, finding empirical evidence that supports this link (e. g. Beghetto & Karwowski, 2018; Beghetto & Kaufman, 2017; Gajda et al., 2017, Vygotsky, 2004). Thus, despite the fact that school curriculum design is based on equality, it is not possible to conclude that school learning excludes creativity (Glăveanu & Beghetto, 2017; Karwowski, 2018).
Beghetto, R.A. (2019). Structured uncertainty: How creativity thrives under constraints and uncertainty. In C. Mullen, (ed.), Creativity under duress in education? (pp. 27-40). Switzerland: Springer.
Beghetto, R.A., & Dilley, A.E. (2016). Creative Aspirations or Pipe Dreams? Toward Understanding Creative Mortification in Children and Adolescents. New Directions for Child and Adolescent Development, 151(1), 85–95.
Beghetto, R.A., & Karwowski, M. (2018). Educational Consequences of Creativity: A Creative Learning Perspective. Creativity. Theories- Research-Applications, 5(2), 146-154. https://doi.org/10.1515/ctra-2018-0011.
Beghetto, R.A., & Kaufman, J.C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53-69. doi:10.1080/13598139.2014.905247.
Beghetto, R.A., & Kaufman, J.C. (2017). Ever-Broadening conceptions of creativity in the classroom. In R.A Beghetto, & J.C. Kaufman, (eds.), Cambridge companion to nurturing creativity in the classroom. New York: Cambridge University Press.
Burnett, C.& Smith, S. (2019). Reaching for to Star: A model for integrating Creativity in Education. In C. Mullen, (ed.), Creativity under duress in education? (pp. 179-200). Switzerland: Springer.
Gajda, A., Beghetto, R.A., & Karwowski, M. (2017). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24(1), 250-267. doi:10.1016/j.tsc.2017.04.002.
Glăveanu, V., & Beghetto, R.A. (2017). The difference that makes a ‘creative’ difference in education. In R.A. Beghetto, & B. Sriraman (eds.), Creative Contradictions in Education: Cross-Disciplinary Paradoxes and Perspectives (pp. 37-54). Cham: Springer International Publishing.
Kettler, T., Lamb, K.N., Willerson, A., & Mullet, D. (2018). Teachers’ Perceptions of Creativity in the Classroom, Creativity Research Journal, 30(2), 164-171. doi:10.1080/10400419.2018.1446503.
Vygotsky, L.S. (2004). Imagination and creativity in childhood. (Trans. M. E. Sharpe, Inc.). Journal of Russian and East European Psychology, 42(1), 7-97 (Original work published 1967). doi:10.1080/10610405.2004.11059210.
Cristian Ramos-Vera ,
Thank you for your answer and view point and the detailed references.
i would love to jointly work on creativity , if you are willing.
do write to me , my email: [email protected]
best regards
Goal of learning is to make the society aware and develop in all areas and in the long run its contribute to creativity as it make the mind and knowledge broader. Learning contribute to all areas of life in sense of new knowledge.
Developing creativity in young people is definitely an important goal in education
We recently reviewed this topic in the Durham Commission
Technical Report Durham Commission on Creativity in Education
and I have written a popular nook with my colleague Guy Claxton exploring the 7Cs of learning; creativity is one:
Book Educating Ruby: what our children really need to learn
Bill Lucas ,
Thank you verymuch for your valuable answer. i have requested the full text of the ref. you cited.
warm rgds
The ultimate goal of learning is to instill in the student, a love of the truth. Its process is to train the student in critical thinking skills so that the student can separate false information from what is true. Included in this is the courage of conviction that allows the student to apply to his or her life, the truth that has been learned. In this way, the student grows into a free thinker who van make his or her way in life for themselves and not as a vassal to someone else. Learning is the examination of information in the search for truth, so that the student can be truly free.
Greetings John Sneed: I agree with your goal of freeing minds and mankind through the love of and search for truth. To what degree to you think the Universities throughout the world see that as their goal?.
To develop cognitive and intellectual ability and capacity
To construct representations and models/ modellings of perception and reality
To advance understanding, comprehension and knowledge
To learn (how) to question and answer questions. To learn to think
Brian Barnard , Jay Klagge , John Sneed ,
thank you all of you for your valuable answer and giving me different perspective to think.
best rgds
The highest goal of learning is understanding.
Understanding is not knowing, knowing is not unterstanding.
(data...information...knowledge...wisdom=understanding).
Understanding understanding:
https://www.informationphilosopher.com/solutions/scientists/foerster/Foerster_Memory.pdf
The main goal of learning is to expand one's horizon of knowledge in fields they are interested in. This can happen though formal and informal education. As this quest for knowledge proceeds one can become wiser in many ways.
The goal is to seek for teaching and observing new thinking skills and creative tools to educate people "e.g. students".
With regards to role of creativity in learning, it is intending to help students to be innovative and also encourages them to learn new things.
Concerning your last question on who plays indirect role in developing creativity, it can be stated that parents and teachers are the main persons who are playing indirect role in developing creativity in which they can allow exploring new ideas to face any challenge during their learning journey.
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