How creativity is oppressed through traditional education
Bibliographic Data
| ID | 12427953 |
|---|---|
| Authors | Thomas Howard Morris (0000-0002-0100-6434, Bath Spa University, corresponding author) |
| Year | 2022 |
| Volume | 30 |
| Issue | 3 |
| Pages | 133-140 |
| Publication date | 2022-08-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | On the Horizon The International Journal of Learning Futures (JOURNAL) |
| Journal identifiers | ISSN: 1074-8121 • E-ISSN: 2054-1708 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/oth-09-2022-124 |
| OpenAlex | W4292552651 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
Purpose Creativity has been positioned as a critical workplace competence, especially in societies in which conditions are rapidly changing. The fact that traditional educational processes oppress creativity is theoretically important. The purpose of the present paper is to theoretically map the process of teacher-directed learning and how the process oppresses creativity. Design/methodology/approach A theoretical paper in which a conclusion is drawn that there is a primary and secondary process of creativity oppression with traditional teacher-directed learning. Findings It is proposed in the present paper that the primary process of creativity oppression is that the pathway to a “high achieving pass” is for learners to make knowledge constructions that mirror that of the educator (rewarding non-creative learning outcomes). A secondary, silent and powerful mechanism of creativity oppression is where the learner does not “buy in” with the educator to accept their knowledge inculcation. The student here may indeed produce a creative learning outcome from the process, but they are likely to be judged for that work as a “low achieving pass” or a fail. Originality/value The paper seeks to identify the mechanism in which creativity oppression may accumulate over time until learner creativity is quashed
Competence (human resources · Creativity · Creativity technique · Epistemology · Mathematics education · Oppression · Originality · Pedagogy · Political science · Politics · Process (computing · Sociology · Computer Science · Creativity in Education and Neuroscience · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Law · Philosophy · Psychology · Social Psychology
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Developmental studies of work as a testbench of activity theory
Self-Regulated Learning and Academic Achievement
The potential for digital technology to support self-directed learning in formal education of children
The case of socially constructed knowledge through online collaborative reflection
Creativity as an Essential Aspect in Medical Education
A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective
Creativity, Self-Directed Learning and the Architecture of Technology Rich Environments
A NEW Approach to Defining and Measuring Creativity
Are schools panoptic
Decontextualized schooling and (child) development
Meeting educational challenges of pre- and post-Covid-19 conditions through self-directed learning
Emergency learning during the Covid-19 pandemic
The moderating role of culture in self-efficacy and approach to learning of students
Compliance and Creativity
Creativity through self-directed learning
Neoliberal Education Reform and the Perpetuation of Inequality
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |