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Exploration as a Dynamic Strategy of Research-Education for Creativity in Schools

  • Monica GuerraEmail author
  • Federica Valeria Villa
Chapter
Part of the Creativity Theory and Action in Education book series (CTAE, volume 4)

Abstract

Creativity, due to its very nature as polymorphous, cannot be considered a static concept, but a laborious process, activated by several factors strongly interconnected with the environment and the situation of reference. Each of these is also the object of important reflections in education, put as the objective for the development of the individual in learning, allowing us to make a parallelism between the creative process and the teaching-learning process. These processes have important subjective variables, but also constant elements which are discussed here in a dimension of dynamic and parallel references. The teacher, as a key figure and mediator with society, is considered explorer of contexts, strategies, skills, activities and ideas which become fundamental for his/her training and for that of others. The intrinsically dynamic nature of both processes brings them closer, tracing the possibility of including creativity as an indispensable and transversal skill in daily didactics. In this perspective, the exploratory appears a coherent way as a dynamic methodology of schooling. Exploring becomes a dynamic creative path, which has seen different applications in the area of research-education with teachers, but also research-action at school with children.

Keywords

Exploration Creativity School Teacher Creativity factors 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Human Sciences and Education “Riccardo Massa”University of Milano-BicoccaMilanItaly

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