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Navigating the Ideology of Creativity in Education

  • Michael Hanchett HansonEmail author
Chapter
Part of the Creativity Theory and Action in Education book series (CTAE, volume 4)

Abstract

A growing number of scholars have come to see creativity, not as a trait or force or process, but as ideology – a set of seldom questioned values and assumptions about individuals and change that characterizes our time while unifying and reinforcing other ideological concepts, such as individualism and neophilia. What does this ideology look like in education? Can educators manage its impact, and even influence its meaning? In other words, inevitably working from within our ideology of creativity, what moves are available once we are aware of the stakes?

This chapter provides two examples of how the ideology of creativity can affect education. Then potential next steps in managing the ideology and influencing its development are proposed: adopting frameworks that promote participatory creativity, ensuring that analysis of complex systems is taught effectively and studying famous creative people with a broader social lens. This is a suggestive, not comprehensive, list. A form of creativity itself, this work will have to emerge from the complex interactions that constitute, maintain and drive both creativity research and education. More important than any specific recommendation, though, is awareness of the ideology – being attuned to the issues and discussing them.

Keywords

Creativity Creative development Distributed cognition Education Ideology Ideology of creativity Participatory creativity Sociocultural 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Teachers College, Columbia UniversityNew York CityUSA

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