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Learning and Creativity

  • Kiymet Selvi
Part of the Analecta Husserliana book series (ANHU, volume 93)

Abstract

Creativity can be based on some factors such as learning, experience, motivation, imagination, personality and these factors may affect human creativity. It “comes up” in various forms as ideas, approaches, products, art, systems, solutions, situations, strategies, changes, methods, techniques, designs, treatments and research. Creative study needs to search ambiguous situations to find explanations, facts or answers that satisfy one’s curiosity. Creative behaviour is defined as highly original and there is very low consensus on value.

Creativity is mostly attributed to some internal factors such as soul, gene, brain, personality, value, cognitive skills, mind, instrinsic motivation and it is seldom attributed to external factors such as education, work, economy, technology, culture and extrinsic motivation. The important point here is that the internal and external factors affect each other. The external factors support the improvement of internal factors by affecting creativity. Learning, for example, is a complex factor of creativity and it also affects both internal and external factors of creativity. Creativity and learning are two components of human experience, because experience is a dynamic relationship between learning and creativity. Creating and constituting new things also need new experience and learning.

Individuals continuously learn from their feelings, imagination, experiences and their environment. Some of the external factors of learning such as the educational system, learning environments, learning processes, teacher competences may cause barriers to creativity potential. For example, during their time at school, students have insufficient time for studying, reading, examining, questioning and criticizing. Presentation of simple or complex aims and low or high level of performance of students in the educational system can damage creativity.

Education, an activity of human development planning, supports the development of an individual. It gives a chance to individuals to construct their knowledge via experiences. Education should provide students who want to become creative persons with encouragement and reward, and it has to teach students not only to learn facts, but also to think critically. But according to, one of the most important findings in educational studies of creativity is that teachers dislike personality traits associated with creativity such as impulsivity, risk taking, independence, determination and individualism. School must be the place for introducing new ideas, explicit representation of imagination, using mental processes to create novelty, and the way of doing these is based on preparation of a qualified curriculum.

A qualified curriculum should be flexible and it should include some disciplines and courses but it should not be constructed by subject-matter experience and subject-matter understanding. It should involve some courses and activities that are connected with creative and critical thinking, art, science, philosophy, ethics and cultural studies. At the same time, it should organize education in a way that can provide various educational services.

Keywords

Critical Thinking Educational System Creative Thinking Extrinsic Motivation Educational Environment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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© Springer 2007

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  • Kiymet Selvi

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