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Creative Contradictions in Education pp 55–73Cite as

Avoiding Dogmatic Traps in Creativity and Education Through Awareness of Worldviews and Visual Metaphor

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Part of the book series: Creativity Theory and Action in Education ((CTAE,volume 1))

Abstract

This chapter explores how misguided school reformers, the policymakers and citizens who believe those reformers, and the school systems and teachers obeying reform mandates often become trapped within a single worldview and think they are being creative. They might be creative to an extent but they are limiting their creativity by confining their thinking within a single root metaphor. The chapter discusses ways in which awareness of the worldviews and the use of visual metaphors can provide an opportunity for broader and deeper creative understanding of educational improvement.

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Authors and Affiliations

  1. Rider University, Lawrence Township, NJ, USA

    Don Ambrose

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  1. Don Ambrose
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Correspondence to Don Ambrose .

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Editors and Affiliations

  1. Department of Educational Psychology, University of Connecticut, Storrs, CT, USA

    Ronald A. Beghetto

  2. Department of Mathematical Sciences, The University of Montana, Missoula, MT, USA

    Bharath Sriraman

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Ambrose, D. (2017). Avoiding Dogmatic Traps in Creativity and Education Through Awareness of Worldviews and Visual Metaphor. In: Beghetto, R., Sriraman, B. (eds) Creative Contradictions in Education. Creativity Theory and Action in Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-21924-0_4

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  • DOI: https://doi.org/10.1007/978-3-319-21924-0_4

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