The Pedagogy of Creativity » książka
The Pedagogy of Creativity
ISBN-13: 9780415548861 / Angielski / Twarda / 2010 / 160 str.
The Pedagogy of Creativity
ISBN-13: 9780415548861 / Angielski / Twarda / 2010 / 160 str.
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The Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories. Taking a classroom-based example of poststructuralist methodology as its starting point, Anna Herbert's investigation explores the relationship between creativity seen in psychological activity, such as dreams, and creativity seen in the classroom, asking the following questions:
- What might a methodology which taps into different forms of creativity look like?
- Could such a methodology support current neuropsychological theories of memory and learning?
- What are the consequences of imaginary and symbolic orders of knowledge for the understanding of both conscious and unconscious creativity in the classroom?
This book is the first in English to bring together the pedagogy of classroom creativity with psychoanalytical theories, including French psychoanalyst Jacques Lacan and other recent research in the field.
Taking a classroom-based example of poststructuralist methodology as its starting point, Anna-Karin Herbertâs investigation explores the relationship between the creativity seen in psychological activity, such as dreams, and the creativity seen in the classroom. What might a methodology which taps into these forms of creativity look like? Could such methodology have any support in current neuropsychological theories of memory and learning?
Herbert demonstrates how Lacanâs four discourses underline why learning and creativity are fun and show how to maintain the joys of learning and creativity in the classroom. She explains how further psychoanalytical concepts such as âthe Otherâ can underpin the use of creativity to find solutions to problems arising in the classroom, i.e. aggression, feelings of inadequacy or the fear of the unknown.
The wide-ranging discussion that follows considers how imaginary and symbolic orders of knowledge have consequences for the understanding of both conscious and unconscious creativity in the classroom. It also takes in the theories of Poststructuralist thinkers, along with theorists such as Levinas, Buber, Stein and Kristeva, all of whom are discussed in relation to the development of creativity in the classroom and surmounting the obstacles that lead to it.
Herbert clearly communicates both theoretical positions and their bearing on classroom practice. Teacher at all levels will benefit from this innovative approach to creativity, as will school psychologists and other professionals interested in the links between psychoanalysis and pedagogy.
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