As part of my Masters of Education studies I am participating in a subject titled “Leading Educational Ideas”. It’s been an amazing subject that has taken me through a journey of leading educational ideas from the idea of Affect (the embodying a desire to learn) to the impact of Globalisation of Education. To complete the subject we have to develop a small negotiated project that investigates a Leading Educational Idea. It is to be presented in two parts. Here is my rough proposal of an Educational Idea that I would like to pursue. Your thoughts would be greatly appreciated.
Pie in the sky? Pigs might fly? Who knows… But just for a moment could you imagine if…
According to Maslow (1970) the creative individual is also a fulfilled one. He also puts forward the notion that creativity is not experienced by only a few, but rather it is an everyday phenomenon experienced by everyday people (Maslow 1970). Maslow’s assumption here is that creativity is evident in everyday occurrences such as doing housework or professional occurrences where there is specialisation of knowledge and experience and that it’s not exclusive to individuals who participate in art. Goldman et al (1992) also argue that much innovation and problem solving occurs in everyday life. Mihaly Csikszentmihalyi goes on to say “Of all human activities, creativity comes closest to providing the fulfillment we all hope to get in our lives. Creativity is a central source of meaning in our lives. Most of the things that are interesting, important, and human are the result of creativity.” (Csikszentmihalyi 1996). The idea that an element of a fulfilled individual is one who is creative emphasises the importance of linking creativity and innovation in education.
For my leading educational idea I would like to explore the idea that if we were to assess for the key indicators of creativity and then if we apply alignment theory, curriculum and teacher instruction would have to change/adapt in alignment. Thus shifting us away from the current malaise where we are fixated on a reductive methods of teaching to a narrowing curriculum. To a place were ‘teaching to the test’ is valued because creativity produces an outcome that adds to the richness and complexity of ones future. (Csikszentmihalyi 1996)
Issues I have with this idea…
Proof of creativity as a means of sustenance.
What are the key indicators of creativity (this could be an thesis in itself)
Could I use the Cropely model to indicate creativity?
Fantasy? Is it unrealistic?
References so far
Csikszentmihalyi, M (1999, 2011) http://www.psychologytoday.com/articles/199607/the-creative-personality
Goleman, D., Kaufman, P. and RAY, M. (1992) The Creative Spirit (New York, Dutton).
MASLOW, A. (1970) Motivation and Personality, Third Edition (London, Harper