초등학교 창의성 교육 접근 방식에 대한 비판적 검토 = A Critical Analysis of the Approach on Teaching Creativity

다국어 초록 (Multilingual Abstract)

A common approach of creativity seems to have been that creativity can be directly cultivated in a separated course. But in this approach there are several points to be critically examined. a) Creativity cannot be promoted solely by training the cognitive skills. Increasingly, researchers are focusing on the social and contextual factors that promote creative activity. b) Creativity may be something habitual rather than substantial. so it may not be a substance to be imbued but an attitude or habit to be practiced. c) Creativity would have to be practiced amid with other aspects of thinking or educational values. d) The generalized view of creativity should be viewed according to its specific context. A specific context, may require a specific knowledge base for the creativeness in that area. Teaching of creativity is not to be confined to a specific period or area of teaching. It may instead have to be diffused over all the subject areas of teaching. But their programs wouldn`t necessarily have to be called those of creativity education. It would have to fall under the rubric of the good learning. It would also have to be emphasized as one, only one, -- not the one -- element of good learning. It would have to be under the umbrella of holistic learning, for the overall educational interest as well as its specific effect. In conclusion, the infusion model of education might be successfully adopted as one of the dominant approaches in teaching creative thinking. Hallman`s research on Dewey`s concept of the creativity and Csikszentmihalya`s in-depth analysis of the ninety-one exceptional individuals support it.

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