On Being (In)Disciplined
Research has shown that there is a fundamental contradiction at the heart of the creative process—in that creativity requires both deep disciplinary knowledge and the ability to break disciplinary boundaries. Transdisciplinary thinking, we argue, offers a set of meta-level skills that help people transfer information creatively from one domain to another. A transdisciplinary approach towards creativity has significant implications for how we incorporate creativity in classroom contexts. We introduce the notion of (in)disciplined learning as a way to address the problem of generic, content-neutral approaches to incorporating creativity in educational contexts. Educators need to understand that creativity happens in a discipline or context; while acknowledging that, at the same time it is “indisciplined,” i.e., cuts across disciplinary boundaries through divergent thinking and imagination.
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