Psychological Foundations of Creative Education
Author(s)
Valentin Ageyev
ABSTRACT
The article suggests considering the translating (consuming) character of contemporary education as its problem. The consuming character of education, exactly, is asserted to be the source of all educational problems. The effort is made to differentiate between the education based on appropriation (consumption of the knowledge and social experience existing in the society) and education based on generation (creativeness, i.e. self-dependent creation of the new knowledge). It is pointed out that under conditions of appropriating (culture-consuming) education it is impossible to raise the ability to create and foresee. This problem can only be solved under conditions of creative (culture-generating) education. This article cites the results of experimental education under the conditions of creative education. The conclusion is drawn on the perspectivity of the educational creative systems elaboration.
The article suggests considering the translating (consuming) character of contemporary education as its problem. The consuming character of education, exactly, is asserted to be the source of all educational problems. The effort is made to differentiate between the education based on appropriation (consumption of the knowledge and social experience existing in the society) and education based on generation (creativeness, i.e. self-dependent creation of the new knowledge). It is pointed out that under conditions of appropriating (culture-consuming) education it is impossible to raise the ability to create and foresee. This problem can only be solved under conditions of creative (culture-generating) education. This article cites the results of experimental education under the conditions of creative education. The conclusion is drawn on the perspectivity of the educational creative systems elaboration.
Cite this paper
Ageyev, V. (2012). Psychological Foundations of Creative Education. Creative Education, 3, 1-9. doi: 10.4236/ce.2012.31001.
Ageyev, V. (2012). Psychological Foundations of Creative Education. Creative Education, 3, 1-9. doi: 10.4236/ce.2012.31001.
References
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[1] Ageyev, V. (2004). Technology of construction of the new possibilities. Open School. Informational-Methodological Journal, 27, 26-32. [2] Ageyev, V. (2008). Creative education as a method of “production” of a human being as subject of his own history. XXII World Congress of Philosophy, Seoul, 30 July-5August 2008. [3] Ageyev, V. (2009). Creative education as a practical project. 11th European Congress of Psychology, Oslo, 7-10 July 2009. [4] Ageyev, V. (2010). Creative education as a way of the organization of self-development. Saarbrucken: LAP Lambert Academic Publishing. [5] Ageyev, V. (2011). Psychological and pedagogical foundations of man’s self-development. Almaty. [6] Arsenyev, A. S. (2001). Philosophical foundations of understanding personality. Moscow: Publishing Centre “Academia”. [7] Bachtin, M. M. (2000). Author and hero: Towards philosophical problems of humanitarian sciences. St. Petersburg: Azbuca. [8] Batishev, G. S. (1997). Introduction into dialectics of creativity. St. Petersburg: Azbuca. [9] Bhatt, B. D. (2002). Modern methods of teaching. concept and techniques. New Delhi: Kanishka Publishers. [10] Bridgeford, T., Kitalong, K. S., & Selfe, D. (2004). Innovative approaches to teaching technical communication. Logan, UT: Utah State University Press. [11] Buber, M. (1999). Two images of faith. Moscow: Publishing House AST. [12] Burmenskaya, G. V., & Slutzkiym, V. M. (1991). Gifted children. Moscow: Collection Progress. [13] Carr, W. (2005). Quality in teaching: Arguments for a reflective profession. London: The Falmer Press. [14] Clemen, R. T., & Gregory, R. (1995). Creative decision making: A handbook for active decision makers. Eugene, OR: Decision Science Research Institute. [15] Clyde, W., & Delohery, A. (2005). Using technology in teaching. New Haven & London: Yale University Press. [16] Dialectical Logics. (1987). Categories of the sphere of essence and integrity. Alma-Ata. [17] Dryden, G., & Vos, J. (2003). Revolution in teaching. To teach the world how to learn in a new light. Moscow: PARVINE. [18] Dunne, R., & Wragg, T. (2005). Effective teaching. London: Taylor & Francis e-Library. [19] Elkonin, B. D. (1994). Introduction in developmental psychology (in the traditions of culture-historical theory of L.S. Vygotsky). Moscow. [20] Gage, N.L. (2009). A conception of teaching. Stanford, CA: Springer Science + Business Media, LLC. [21] Goodwin, P. (2004). Literacy through creativity. London: David Fulton Publishers Ltd. [22] Grant, G., & Murray, C. E. (2002). Teaching in America. The slow revolution. Cambridge, MA: Harvard University Press. [23] Ilyin, E. P. (2009). Psychology of creativity and giftness. St. Petersburg. [24] Jackson, Y. (2006). Encyclopedia of multicultural psychology. Thousand Oaks, CA: Sage Publications, Inc. [25] Jarvis, P. (2006). The theory and practice of teaching (2nd ed.). London: Taylor & Francis e-Library. [26] Jay, J. K. (2003). Quality teaching. Reflection as the heart of practice. Lanham, MD: The Scarecrow Press, Inc.. [27] Keating, A. (2007). Teaching transformation. Transcultural classroom dialogues. New York: Palgrave MacMillan. doi:10.1057/9780230604988 [28] Kennedy, M. (2005). Inside teaching. How classroom life undermines reform. Cambridge, MA: Harvard University Press. [29] Klein, M. B. (2006). New teaching and teacher issues. New York: No- va Science Publishers, Inc. [30] Kudryavtzev, V. T. (1999). Psychology of man development. Fundamentals of culture-historical approach. Part I. PC “Expiriment”. Riga. [31] Kyriacou, C. (2009). Effective teaching in schools. Theory and practice (3rd ed.). Cheltenham: Nelson Thornes Ltd. [32] Loughran, J. (2003). Researching teaching: Methodologies and practices for understanding pedagogy. London: Taylor & Francis e-Library. [33] Lubart, T., Mouchiroud, Ch., Torgeman, S. & Zenasni, F. (2009). Psychology of creativeness. Study Guide/Translation from French. Moscow: Kogito-Centre. [34] McKernan, J. (2008). Curriculum and imagination. Process theory, pedagogy and action research. London and New York: Taylor & Francis. [35] McNamara, D. (2002). Classroom pedagogy and primary practice. London and New York: Routledge. [36] Newton D. (2005). Teaching design and technology. Bel Air, CA: Paul Chapman Publishing. [37] Ollington, G. F. (2008). Teachers and teaching strategies: Innovations and problem solving. New York: Nova Science Publishers, Inc. [38] Petrina, S. (2007). Advanced teaching methods for the technology classroom. Hershey, PA: Information Science Publishing. [39] Rogers, B. (2003). Effective supply teaching. Behaviour management, classroom discipline and colleague support. Bel Air, CA: Paul Chapman Publishing. [40] Russell, T., & Munby, H. (2005). Teachers and teaching: From classroom to reflection. London: Taylor & Francis e-Library. [41] Sharp, J., Peacock, G., Johnsey, R., Simon, S, Smith, R., Cross, A., & Harris, D. (2009). Primary science. Teaching theory and practice (4th ed.). Exeter: Learning Matters Ltd. [42] Shkuratov, V. A. (1997). Historical psychology. Moscow: OlmanPress. [43] Slobodchikov, V. I. & Issayev, E. I. (1995). Psychology of man. Moscow. [44] Slobodchikov, V. I. & Issayev, E.I. (2000). Foundations of psychological anthropology. Psychology of man development: Development of subjective reality ontogenesis: Textbook for higher educational institutions. Moscow: School Press. [45] Smith, C. (2005). Teaching gifted and talented pupils in the primary school. A practical guide. Bel Air, CA: Paul Chapman Publishing. [46] Westwood, P. (2008). What teachers need to know about teaching methods. Camberwell: ACER Press. [47] Woods, P. (1995). Creative teachers in primary schools. Buckingham- Philadelphia: Open University Press. [48] Wragg, E. C. (2002). Class management in the primary school. London: Taylor & Francis e-Library.