Extract
[...] Creativity is a necessary tool in the formation of learners Creativity represents a tool and a means made available to learners to learn. This means meets two expectations: that of allowing learners to be autonomous, to learn by themselves and to develop their imagination, as well as to meet a more general expectation: that of putting in place innovative tools. A. Creativity as a means for learners to become autonomous By allowing learners to use tools that mobilize their creativity, educational sciences rely on this tool to make learners more autonomous. [...]
[...] From then on, using this creativity can allow for questioning the aspects of innovation that can emerge from it. In fact, innovation can be characterized as the implementation of a new tool, a new creation technique, or a means addressing a previously unexplored problem (Schumpeter, 1949). Or, by allowing innovation to flourish, it appears that learners can be able to innovate by implementing innovative projects (Dewey, 1960). Having acquired fundamentals as well as means of using them in an academic context that can then be reoriented within a professional context. [...]
[...] - REINHARDT, C. (2009). For an application of the three competences of the CECR in class: a practical synthesis of the proposals of the project pedagogy and teaching/learning by tasks. Le Français dans le monde, researches and applications, n°45, pp. 45-53. - Sahlberg Pasi (2011). 'Creativity and innovation through lifelong learning'. In Lifelong Learning in Europe. Vol. 16. [...]
[...] Therefore, we can conclude that creativity alone cannot respond to all the pedagogical dimensions that impose themselves on teachers. Consequently, it is inscribed in a broader framework and must be used in a well-defined context. However, its qualities having been noted, particularly in terms of autonomy, promoting learner creativity remains necessary in order to allow for a better understanding of skills, in particular (Sahlberg 2011). Bibliography: - BORDALLO, I., GINESTET, J.-P. (1993). For a project-based pedagogy. Paris: Hachette. - COUNCIL OF EUROPE (2001). Common European Framework of Reference for Languages - Learn, Teach, Assess. Paris - DEWEY, J. [...]
[...] And The School and Society, Chicago: Phoenix Books (first edition respectively in 1902 and in 1900). - Dubois Émilie (2010). 'The Reggio Emilia Pedagogy'. In AREF. Actualities of Research in Education and Training, Strasbourg, September 2010. Strasbourg: AREF. - Ferrari Anusca, Cachia Romina & Punie Yves (2009). Innovation and creativity in education and training in the EU member states: Fostering creative learning and supporting innovative teaching. Seville: Joint research centre - Institute for prospective technological studies, JRC Technical notes, n° JRC 52374. [...]
