Abstract
The chapter addresses basic issues of creativity in higher education: How can creativity be taught as part of higher education when the push to perform on certain standards increases? Can students develop their creative capacity as part of their university education under the current conditions? Does the development of creative capacities among students require new kinds of technologically mediated learning per se, or does the “traditional” lecture still have a legitimate place in a university striving to support the development of critical, creative thinking and action among its employees and students? It is claimed that genuine productivity and learning can go hand in hand, challenging the paradox stated in the beginning of the chapter that creativity and productivity or performance work counter to each other. However, to work with both requires that teaching models are challenged with apprenticeship models and teachers and students are set free to find and organize productive communities of practice in the university context.
Many find themselves feeling caught between the push to promote students creative thinking skills and the pull to meet external curricular mandates, increased performance monitoring, and various other curricular constraints.
Beghetto and Sriraman (2017, p. xi)
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Tanggaard, L. (2018). Creativity in Higher Education: Apprenticeship as a “Thinking Model” for Bringing Back More Dynamic Teaching and Research in a University Context. In: Valsiner, J., Lutsenko, A., Antoniouk, A. (eds) Sustainable Futures for Higher Education. Cultural Psychology of Education, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-319-96035-7_22
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