CE  Vol.3 No.7 B , November 2012
Creativity at the Crossroad Creative Education as Moral Education?
Author(s) Sara Nosari*
ABSTRACT

The man’s action, thanks to its creative capacities, gave a new order to the reality: the “created reality” does not present simply a different order, but is an authentic transformation. Which criteria had directed this transformation? Which will be the criteria of future transformation? The paper presents two possible ideas about creativity and argues in favor of a creative action educated and directed by an ethical criteria.


Cite this paper
Nosari, S. (2012) Creativity at the Crossroad Creative Education as Moral Education?. Creative Education, 3, 63-65. doi: 10.4236/ce.2012.37B015.
References
[1]   H. Jonas, The Imperative of Responsibility. In Search of an Ethica for the Techological Age,, Chicago, The University of Chicago Press, 1984, pp. 3-9.

[2]   G.O. Longo, Homo Technologicus, Rome, Meltemi, 2005, pp. 14-17.,

[3]   G. Anders, Gewald. Ja oder nein. Eine notwendige Diskussion (tr. Violence: Yes or No. A Necessary Discussion), Munich, Knaur, 1987.

[4]   H. Arendt, The Human Condition, Chicago, University of Chicago Press, 1998, second edition, p. 128.

[5]   J. Dewey, The Need for a Recovery of Philosophy in J. Dewey (et al.), Creative Intelligence. Essays in the Pragmatic Attitude, New York, H. Holt and Company, 1917,. p. 36.

[6]   A. Heschel, Who in man?, Stanford, Stabford University Press, 1965, p. 37.

[7]   W.H. Kilpatrick, Education for a Changing Civilization, New York, The Macmillan Company, 1926, p. 67..

 
 
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