창의성 계발의 교육논리: 지식·문화 생산의 ‘이야기꾼’ 키우기
The Logic of Creativity Developmentin the Educational Perspective
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This research maintains that there is an ‘educational logic’ which should govern all the procedures and methods of the creativity development. This educational logic for creativity developments has several features and each of them gives us significant insights. They can be summarized as follows:First, the concept of creativities need to be established along with two particular approaches. One is educational approach, and the other is historical approach. According to the educational approach, we should focus on public education as the primary source in which creativities are to be taught, admitting there exist various types of learning ability. Creativity is simply one of the effects that any genuine schooling naturally brings about. According to historical approach, we should make a systemic change from 'ego to be fostered by outside' to 'ego to pursue from inside', and from 'model character' to 'storyteller to create one’s own knowledge and culture'. Second, creativity is in its nature a universal condition of human beings. As we pursue our interests so as to extend the boundary of human knowledge, creativity keeps growing. Creativity is cultivated by total experiences throughout our mind-body as a whole, pride of oneself, love of immersion and communication capabilities. The communication capabilities involve intellectual achievements of mankind and products in the world of vocation. All children are potentially born with creativity and the creativity is nurtured by educational guides. Creativity is fostered through hidden curriculum of school, works better in the process of reflective thinking, and is finally realized in the historicity of experience, maturing as an achievement of excellent educational activities.
Abstract
This research maintains that there is an ‘educational logic’ which should govern all the procedures and methods of the creativity development. This educational logic for creativity developments has several features and each of them gives us significant insights. They can be summarized as follows:First, the concept of creativities need to be established along with two particular approaches. One is educational approach, and the other is historical approach. According to the educational approach, we should focus on public education as the primary source in which creativities are to be taught, admitting there exist various types of learning ability. Creativity is simply one of the effects that any genuine schooling naturally brings about. According to historical approach, we should make a systemic change from 'ego to be fostered by outside' to 'ego to pursue from inside', and from 'model character' to 'storyteller to create one’s own knowledge and culture'. Second, creativity is in its nature a universal condition of human beings. As we pursue our interests so as to extend the boundary of human knowledge, creativity keeps growing. Creativity is cultivated by total experiences throughout our mind-body as a whole, pride of oneself, love of immersion and communication capabilities. The communication capabilities involve intellectual achievements of mankind and products in the world of vocation. All children are potentially born with creativity and the creativity is nurtured by educational guides. Creativity is fostered through hidden curriculum of school, works better in the process of reflective thinking, and is finally realized in the historicity of experience, maturing as an achievement of excellent educational activities.
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