Abstract

Abstract:

When is creativity teachable? Is it a single scientific field, and who is appropriate to undertake its teaching? What are Socrates's criteria, and how can we apply them to creativity? This paper examines the value of creativity as it arises through scholars historically in the fields of philosophy and education. It also examines forms and theories of creativity in education. Gradually, curricula began to consider the cultivation of students' creative thinking, and interest was shifted form "gifted" children to creativity for all. Are heuristics sufficient to contribute effectively to the adoption of techniques that promote creative thinking within the school environment and make it a separate lesson in the curriculum, or should we try some "risky" scientific choices?

pdf

Additional Information

ISSN
1543-7809
Print ISSN
0021-8510
Pages
pp. 86-98
Launched on MUSE
2019-11-07
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.