Abstract
The chapter explores the uneasy relationship between institutional education and creativity, contrasting the prevailing ethos of educational control with the ideas of educational innovators. It begins by discussing the views of earlier educational thinkers, such as William James, John Dewey and Carl Rogers, and moves on to review the work of more recent figures, such as Elliott Eisner and Lawrence Stenhouse. It goes on to discuss more radical educational rebels such as Paolo Freire, John Holt and Ken Robinson. Some educational experiments, such as Rudolf Steiner’s, Maria Montessori’s and AS Neill’s, are also discussed. It then relates this discussion to research reported in Kaufman and Sternberg. It concludes with references to some autobiographical accounts, such as McCourt’s Teacher Man, which throw additional light on the tension between institutional educational practice and creativity.
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Maley, A., Kiss, T. (2018). Creativity and Education. In: Creativity and English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-46729-4_3
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DOI: https://doi.org/10.1057/978-1-137-46729-4_3
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