Deakin University
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Creativity and education :teaching the unfamiliar

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conference contribution
posted on 2012-01-01, 00:00 authored by V Pollard
The development of capacities of creativity has long been important in creative arts education (Morgan, 2012) and is increasingly becoming important to other fields in higher education (McWilliam and Haukka, 2008, Csikszentmihalyi, 2006, Edward, McGoldrick & Oliver, 2006). To develop such capabilities at least two factors need to be addressed: defining 'creativity' and thinking about how to teach it. This paper has two aims; firstly to consider the idea that creativity is a process (Morgan, 2012) of changing habits (Koestler, 1964, McWilliam and Sandra Haukka, 2008) that is inherently traumatic (Peirce, 1940) because it involves taking risks with habits which have previously proven useful and comforting. The centrality of trauma and risk raises concerns if creativity is to become a standard graduate attribute; concerns for students asked to take risk and the concern that the university is traditionally adverse to risk-taking. Secondly, a technique for teaching how to be creative derived from Russian Formalism is considered. Ostranenie, or making strange might be deployed with the aim of teaching students a technique for habit breaking



Australian Association for Research in Education and the Asia Pacific Educational Research Association. Combined Conference (2012 : Sydney, New South Wales)


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Sydney, New South Wales

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Sydney, NSW

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E1.1 Full written paper - refereed

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2012, Australian Association for Research in Education and the Asia Pacific Educational Research Association

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The Joint Australian Association for Research in Education and Asia-Pacific Education Research Association Conference World Education Research Association Focal Meeting

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