Creativity
Definition:
The ability to generate and/or
synthesize new ideas, problem solutions and/or products. This ability operates
on a multitude of levels, from the neurological in an individual to the larger
societal group. In addition, this ability is influenced by both intrinsic and
extrinsic motivation.
Reflection:
My definition for creativity
is based on Hennessey and Amabile’s (2010) article, which offers a
psychological perspective on creativity, and how it can operate on a myriad of
levels. The article proposes that creativity is the generating of new ideas,
products and problem solutions, distinguishing it from innovation, which is the
implementation.
The definition has
seen little change as the various readings completed in this course provided support
for these ideas. From philosophical perspectives, both Falkenberg (2012) and
Werner’s (2008) articles support the idea of external factors influencing
creativity. Falkenberg focuses on teachers developing alternative methods to
experience and respond based on the external factors of the classroom
environment. Furthermore, Werner’s (2008) concepts of vision, providing a
chance for students to come up with imagined alternatives for the future, and
efficacy, or rather the lack of would inhibit open-mindedness to new ideas,
offer further support to the idea creativity can be intrinsically and
extrinsically motivated. In addition, Christou’s (2013) article on the
progressive educational reform in Ontario in the 1930s provides a historical
perspective of how intrinsic and extrinsic motivators, including the beliefs of
Duncan McArther, the author of the reform, and the socio-economic situation of
Ontario at the time influencing the need to reform. Herbst’s (1999) article on
how revisionists at the end of the last century, through little relevant input
and sticking to old mantras have caused creative and innovative scholarship to
disappear, provides another example of intrinsic and extrinsic motivations
influencing creativity. In addition, Louie et al. (2017) article, offering an
Indigenous perspective, looking at the idea of implementing Indigenous
principles and methodologies for teaching, demonstrates how old ideas can be
used in new ways as a problem solution, further supporting my definition.
Innovation
Definition:
The implementation of new or modified
ideas, methodologies or products not seen before and/or used in new ways. The
extent of implementation can be influenced by both internal and external
factors. Innovation stems from creativity, where the novel ideas are generated.
Reflection:
My definition for
innovation was originally based on the literature review by Kayleigh et al.
(2016), providing a concept of innovation that has been widely cited. In addition, he idea that innovation is the implementation
of new ideas, and that it can influenced by internal and external factors,
stems from Hennessey and Amabile’s (2010) on creativity.
This definition has
seen little change in structure as the course progressed as most of the
readings chosen tended to support my original definition, and providing
examples of internal and external factors that can influence innovation from
various perspectives.
From an Indigenous
perspective on teaching and learning, Louie et al. (2017) article on applying
Indigenizing principles in university classrooms offers strategies to implement
Indigenous teaching methodologies as a problem solution, providing an example
to support my working definition of innovation in part as the implementation of
problem solutions. In addition, Louie et al. (2017) acknowledges the influence
of Western epistemologies on the implementation of alternative methodologies,
in this case Indigenous methodologies, providing another an example supporting
the idea that innovation can be externally influenced.
Both Falkenberg
(2012) and Werner’s (2008) articles, offering philosophical perspectives,
provide examples of external factors in the form of the need to develop
alternative ways to experience and respond in classroom environments for
Falkenberg and vision and efficacy influencing the ability to generate and
implement new ideas and problem solutions for Werner.
Furthermore,
Christou’s (2013) article on the progressive educational reform in Ontario in
the 1930s by Duncan McArthur provides a historical perspective of how internal
and external factors, specifically Duncan McArthur’s own beliefs on education, and
the complexities and socio-economic crises facing Ontario at the time,
influenced innovation.
Learning
Definition:
The ability to acquire knowledge over
practices, skills, values, attitudes, fields, past world views, accomplishments
and failures, in various learning environments, including everyday situations,
and can be self-directed and influenced by the learner’s feelings. Learning
could potentially be measured through production by the learner, from
memorizing to creating something novel.
Reflection:
This definition has
its roots in the article by Martin (1996), looking at cultural wealth and
knowledge, who has traditionally been its custodian, and the need for reform so
teachers can share the load, and the literature review by Hennessey and Amabile
(2010), which looks at creativity from a psychological perspective. It also
incorporates aspects of Bloom’s Taxonomy (Armstrong, 2010) regarding the
potential for and how learning could be assessed.
My definition has
seen some modifications and additions throughout the course, based on the
readings I chose. The inclusion of the learner’s feelings having an influence
on learning stems the philosophical perspectives offered in Falkenberg’s (2012)
article on viewing teaching as a contemplative practice and becoming more
conscientious and aware to learn about our surroundings and situations, and
Werner’s (2016) work on teaching for hope, and that eliciting or hindering hope
can have an effect on learning. In addition, the historical perspective
addressed in Christou’s (2013) analysis of the progressive educational reform
in the past in Ontario, which included giving students the chance to make
education self-directed, influenced my final definition for learning.
Some of the readings
also provided support and examples for my initial ideas used to define learning
and thus are included in the final definition. For instance, Herbst’s (1999)
view on education at the end of the 20th century and the need to
acknowledge education in the private sector as well, helped to support my
definition’s inclusion of education being able to take place in various
environments. In addition, Martin’s (1987) article on the need to reform
educational systems to include moral education, including love, provides
examples of values that can be learned, which is part of the list of learnable
concepts mentioned in my definition.
Teaching
Definition:
The ability to impart practices,
skills, techniques, values, attitudes, fields of knowledge, past world views
and accomplishments in various forms and reformed periodically reflecting societal
needs across fields and environments, from formal settings to everyday
situations. Teaching is best practiced in environments where learners feel
equality in opportunities and hope.
Reflection:
This definition is
based on the 1996 literature review by J.R. Martin on cultural wealth and
knowledge. This article examines who are the custodians of cultural wealth and
knowledge, and how education systems need to be reformed to assist teachers in
the responsibility of maintaining and sharing it. Michel’s (2019) article,
presenting the community’s view on the teacher’s role in the classroom, further
contributed to the base of this definition.
This definition has been expanded as the course progressed based on the readings chosen. From a philosophical perspective, the articles by Falkenberg (2012) on looking at teaching as a contemplative practice, and Werner (2008), looking at teaching for hope to students, inspired my definition to include teaching being best practiced in environments where learners feel equality in opportunities and hope. Also, in Christou’s (2016) article on educational reform in the 1930s in Ontario, education is viewed as means to solving problems and changing the future, and that reform could address the problems at the time. As such, my definition expanded to include teaching needs to be reformed periodically to address societal needs.
Furthermore, as the
course progressed, evidence supporting my initial definition was found
throughout various articles. Herbst’s (1999) article on the history of
education highlights the needs to also consider private educational
institutions as well, recognizing that teaching can take place outside
traditional schools and across various settings, as mentioned in my definition.
From an Indigenous perspective, both Louie et al. (2017) and Toulouse’s (2008) work
on implementing Indigenous pedagogy in the classroom offer examples of how
teaching can have various forms, further supporting my initial definition.
Another example of the various forms teaching can take comes from Martin’s (1987)
article on moral education in the form of Lifeline, a program designed to
empower students to give and receive love.
References
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved October 5, 2023 from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Christou, T. M. (2012). The
complexity of intellectual currents: Duncan McArthur and Ontario’s
progressivist curriculum reforms. Paedagogica Historica: International Journal of the History of Education, 49(5), 677-697. https://www-tandfonline-com.proxy.queensu.ca/doi/full/10.1080/00309230.2012.739181
Falkenberg, T. (2012). Teaching as contemplative professional practice. Paideusis, 20(2), 25-35. Teaching as Contemplative Professional Practice | Philosophical Inquiry in Education (sfu.ca)
Hennessey, B.A. & Amabile, T.M.
(2010). Creativity. Annual Review of Psychology, 61, 569-598.
https://www-annualreviews-org.proxy.queensu.ca/doi/10.1146/annurev.psych.093008.100416
Herbst, J. (1999). The history of
education: State and the art at the turn of the century in Europe and
North America. Paedegogia Historica:
International Journal of the History of Education, 35(3), 737–-47.
https://www-tandfonline-com.proxy.queensu.ca/doi/abs/10.1080/0030923990350308
Kayleigh, C., Kendal, R.L. & Flynn E.G. (2016). Eureka! What is innovation, how does it develop, and who does it? Child Development 87 (5), 1505-1519. Eureka!: What Is Innovation, How Does It Develop, and Who Does It? - Carr - 2016 - Child Development - Wiley Online Library (queensu.ca)
Louie, D., Poitras-Pratt, Y., Hanson,
A. & Ottmann, J. (2017). Applying Indigenizing Principles of
Decolonizing Methodologies in
University Classrooms. Canadian Journal of Higher Education / Revue Canadienne
d'Enseignement Supérieur, 47(3), 16–33. https://doi.org/10.7202/1043236ar
Martin, J. R. (1996). There’s too much to teach: Cultural wealth in an age of scarcity. Educational Researcher, 25 (2), 4-16. https://journals-sagepubcom.proxy.queensu.ca/doi/abs/10.3102/0013189X025002004
Martin, J. R. (1987). Transforming
moral education. Journal of Moral Education, 16(3), 204-
213. https://www-tandfonline-com.proxy.queensu.ca/doi/abs/10.1080/0305724870160305
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)
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