Deleuze의 생성론이 창의성 교육에 주는 함의 = The Implications of Deleuze`s Becoming for Creativity in Education

다국어 초록 (Multilingual Abstract)

This study aims to reveal the implications that Gilles Deleuze’s ‘becoming’ have for creativity in education. Previous studies regarding creativity have taken a superficial view of it as the characteristic that needs to be taught as a part of the cognitive domain and a method for problem solving. To solve such a problem, there must be philosophical and systematic discussion on creativity. The results drawn from Deleuze’s philosophy related to creativity are as follows: First, all humans innately possess creativity. Secondly, creativity is accomplished through differentiation. Lastly, creative thinking should not be seen as a part of the cognitive domain but that of metacognition. By applying the results to creativity in education, the researchers suggested the principle of creativity, the importance of expression education, and the orientation of creativity curriculum. The principle of creativity based on the principle of rhizome results in the becoming principle of creativity which is composed of the principles of asignification, de-standardization, connection, quality change, free transformation, and value creation. Therefore, emphasis should be placed on the importance of expression education for developing creativity curriculum based on the becoming theory. And the orientation to creativity curriculum should be focused on reflecting such concepts as immanence, escape, and problem-posing.

참고문헌 (Reference)

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