Philosophical Perspectives and Influences - Building on Working Definitions for Creativity, Innovation, Teaching and Learning

 

Falkenberg’s (2012) article on teaching as a contemplative professional practice and Werner’s (2016) view on fostering hope in the classroom offer important perspectives in regards to teaching and learning and provide some examples of the influencing factors for creativity and innovation.

Regarding teaching and learning, Falkenberg’s (2012) article stresses the importance of 3 components, ethical, noticing and mindfulness, for teachers to be more self-conscious and sensitive to particular situations in the class, for the betterment of students. Furthermore, Werner’s (2016) article proposes that teachers need to be aware of the important roles of emotion, information, vision and efficacy in learning in order to promote hope amongst young learners in a world filled with bad news. These ideas are important, and I feel my working definition for teaching would benefit from their inclusion. I would like to extend part of my original definition for teaching as follows: Teachers need to create an environment where students feel equality in opportunities “and hope, through self-awareness and by being sensitive to the roles emotion, information, vision and efficacy play in the students’ views of the world.” Also, my working definition for learning would benefit from adding, “Learning can be influenced by the level of self-awareness and sensitivity of the provider of knowledge, as well as the feelings experienced by the learner.”

In addition, though creativity and innovation are not implicitly mentioned in these articles, both articles offer some examples of the conditions under which new ideas and problem solutions could manifest and be implemented, which relates to the internal and external influences and motivations mentioned in my working definitions for these 2 terms. Falkenberg (2012), in the steps highlighted for the noticing component, indicates teachers need to “develop alternative, more desired ways of experiencing and responding” (p. 31) after linking teaching situations to inner life experiences, which relates to the generating of new ideas and problem solutions mentioned in my working definition for creativity. Furthermore, Werner (2008) looks at vision as a way of providing students with the chance to come up with imagined alternatives for the future and how they may be achieved. Werner also adds efficacy, or rather the lack of, would entail “little open-mindedness to new ideas, willingness to reflect or motivation and confidence in becoming proactive” (p. 196). Both vision and efficacy, as such, could be seen as extrinsic motivators for creativity and innovation, which the teacher should instill in students so that they become intrinsic motivators, providing examples for my working definitions for both terms, and coincide with the internal and external influences, as well as the intrinsic and extrinsic motivation, mentioned in my working definitions for these terms.

Both articles have expanded on the 4 concepts in question, but have also brought forth questions: Regarding Falkenberg’s (2012) work, how would educators be taught or trained to be more self-conscious? Is this something that educators themselves need figure out and implement on their own? Regarding Werner’s (2008) work, is it feasible to implement the strategies mentioned with the present curricula and materials, or is there a need for an overhaul for the curricula? Should these concepts be addressed and practiced during teacher training?    

Falkenberg, T. (2012). Teaching as contemplative professional practice. Paideusis, 20(2), 25-35. Teaching as Contemplative Professional Practice | Philosophical Inquiry in Education (sfu.ca)

Werner, W. (2008). Teaching for hope. In R. Case & P. Clark (Eds.), The anthology of social studies, Volume 2: Issues and strategies for secondary teachers, 193-197. Course Reserves | Viewer (exlibrisgroup.com)