Teaching Creativity: The Educational Space
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Abstract
The paper we present focuses on studying the characteristics that the basic pillars of creativity must possess: the educator, the climate, and pedagogy. The issue is not merely to transfer to the school methods or tactics aimed at producing novel and original products. More than ever, when it comes to teaching creativity, the educator, the student, the environment, the resources, and the methods must themselves be creative.
First of all, the educator, as a stage director, must have among their primary intentions the search for a creative teaching-learning process. Teaching creativity is perhaps one of the most complex goals within the educational system, because it seeks to foster the divergent in a convergent environment, and the undefined in a system that aims to transmit what is defined and known.
It also requires the educator to place themselves in an unfamiliar and uncertain position: one of vulnerability, questioning, uncertainty, and not knowing in the face of what the student will propose. In conclusion, and in accordance with what Lowenfeld and Lambert considered in 1980 to be the most widely accepted aspect regarding the development of creativity, “the best preparation for creation is creation itself”.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
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