Creativity in Education: Transforming Reality

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[...] CAPRON PUOZZO Isabelle (under the direction Creativity in Education and Training: Theoretical and Practical Perspectives, PUOZZO Isabelle, « Pedagogy of Creativity: From Emotion to Learning », Education and Socialization [Online] 2013, published on September accessed on December URL: http://journals.openedition.org/edso/174; DOI: 10.4000/edso.174 CHIRON Eliane, 'The Creativity as Pedagogical Value'. In :Communications Creation, under the direction of François Flahault and Jean-Marie Schaeffer. pp. 173-189. ROBINSON Ken, Change the school : The revolution that will transform education, PlayBac The Element - When Finding Your Path Can Change Everything, PlayBac Find Your Element, PlayBac, 2015 SELLIER Michèle, « Can we train the masters in creativity, risk-taking, and initiative in education? » Report of interview with François Taddei, Administration & Education, 144(4), 151-154. doi:10.3917/admed.144.0151. [...]

[...] And does creation only pass through art? It is there that differentiated pedagogies provide an answer. For example, Freinet leaves a total freedom to students, placed in self-learning. According to him, learning can only be done by trial and error and experimental approach, and his expression passes through free texts and drawings, far from any model, which are then published in a review. The Montessori pedagogy, on the other hand, does not start from the child's imaginary universe, but from the real world that it is a matter of grasping with games. [...]

[...] In short, this quote makes us realize how much pedagogies adopt sometimes diametrically opposed and contradictory points of view. The philosophy advocated by Ken Robinson, affirming the need to start from known elements to which external elements are injected, as well as the need for an internal transformation that transforms reality, is the one that comes closest to the proposed quote. BESANÇON Maud, LUBARD Todd, The Creativity of the Child: Evaluation and Development, Mardaga, 2016 BESSON, Jean-Louis. 'Theatre at school, between art and pedagogy',Theatrical Studies, vol no pp. 21-26. [...]

[...] Creativity has often been the poor cousin of education. In the face of a very widely characterized teaching characterized by the lecture, memorization, and a hierarchical relationship that left little room for the student's creativity, many teachers have risen up and created movements that tried to give creativity its due. Many great names of alternative pedagogy have illustrated this task: Freinet, Piaget, Steiner, Montessori, to name a few. The interest and enthusiasm for these theories are such that even today, the National Education, aware of its limitations, is seriously looking at their potential contributions, going so far as to an obsession that Isabelle Puozzo qualifies as a trend. [...]

[...] Creativity. A goal? A bridge to learn?; "Creativity and learning languages, mathematics and sports" - Interview of Joëlle Aden by Marie-Cécile Crance (2014) - FLE Didactics « Being creative means innovating, that is, imagining new links between known elements, and also welcoming the unknown and integrating it into one's reality by transforming it and transforming oneself. Creativity is therefore a transformative process that inscribes itself in the complexity of learning and expresses itself in all human domains, particularly in science, art, literature, technology, design, everyday life, etc. [...]