Abstract
In this chapter we outline how schools can move from transactional pedagogies toward pedagogies of the possible, which provide young people with opportunities to creatively contribute to the learning and lives of others. Building on recent conceptions of transformational giftedness and leadership, we introduce and outline new possibilities for designing pedagogical experiences that enable teachers and students to make a positive and sustainable difference in their schools, communities, and world. The chapter will open with a discussion of how pedagogies of the possible represent a transformative alternative to the prototypical transactional pedagogies and curricula in schools and classrooms. We also discuss the nature of creative learning experiences – how such experiences might be designed and developed in educational settings. We close with a discussion of possibilities for transformation and provocations to help move thought, policy action away from transactional learning approaches and toward transformative creative learning experiences.
Keywords
- Beautiful risks
- Creative experiences
- Creative learning
- Pedagogies of the possible
- Transactional pedagogies
- Educational design
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Notes
- 1.
See, for instance, this news release from UConn today describing how an idea generated by students engaged in this creative curricular experience at the University Connecticut’s Innovation house was developed into a novel protein bar that aims to address this important issue (https://today.uconn.edu/2021/05/student-entrepreneurs-use-nutritional-bar-to-reach-out-to-those-in-need#)
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Beghetto, R.A., Glăveanu, V.P. (2022). The Beautiful Risk of Moving Toward Pedagogies of the Possible. In: Sternberg, R.J., Ambrose, D., Karami, S. (eds) The Palgrave Handbook of Transformational Giftedness for Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-91618-3_2
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