Abstract
The concepts of creativity and innovation seems to have a greater and greater importance in society. The reason may be that we apparently are part of an endless evolutionary process where we are constantly forced to transform ourselves and each other? The thesis intends to focus on how a teacher can support children aged 6-10 in developing their creativity and innovation skills through artwork and handcraft.
When considering how best to do it, you can choose to bring two perspectives.
A perspective that is based on utility values or a perspective that incorporates intrinsic values in individuals.
In the educational world is seen in these years, a problem that the thesis tries to relate to. The problem is that you are experiencing constant demand for performance management and evaluation oriented activities, which are mostly utility-oriented. The individual value rationale has less significance.
When the more creative theories talk about that creative products must have a value for others, you can also glimpse a utility. It is the thesis discussed is whether to comply with external demands for a target rationales or whether more attention should also weights value rationale. The answer lies in Aristotle 4 forms of knowledge, sofia, episteme, fronesis and techne, all of which should be brought into play. If that happens, you will both take account of a value and target rationales. When it's important, it is about that in the creative processes need both to reflect and act while being able to relate to the particular and the universal.
Thesis method is based on both theory and empirical data. Data are gathered in an after-school center as a deviant case. The method chosen is both interviews and observations. It is aimed for a movement between understanding children's development of creativity and innovation skills and an understanding of the context and the context of the children are in. The answer is found in the empirical composition continuously with applied theory and identifies two main tracks in response to the thesis problem statement.
The first track is the child's immersion versus educators' intervention in creative processes. The second track is towards the importance of space in relation to Heidegger's occupant and building perspective
It is central to deepening counter-intervention is that educators must intervene with the children in their process, but it is important that they are aware that children do not need the same intervention at the same time. So it is that educators from their fronesis- knowledge sense when children are susceptible to interference, and when they need to immerse themselves in the process. It is of great importance that each individual is also given the opportunity to create his own space where they based on the intrinsic motivation to experiment with ideas. There must thus focus on both developing an intra-innovation competence and socio-innovation competence
The second trace shows something about the importance of space in relation to the development of creativity and innovation. The thesis points out here that it is essential that the pedagogy is sought is also reflected in the room because the room is part of the environment in which children meet and thus is a and opponent in relation to creative processes. It discusses the importance of Heidegger's construction perspective must be in proportion to his tenants' perspective, when both the physical and mental space to be established.
There is a cognitive and goal-rational understanding the basis for building perspective, while the occupant perspective increasingly driven by inner values and beliefs. You have to inhabit a space before you can sense how it fits with the real self.
The thesis reaches the conclusion that it must be a dualistic understanding where one can not exclude the other.
When considering how best to do it, you can choose to bring two perspectives.
A perspective that is based on utility values or a perspective that incorporates intrinsic values in individuals.
In the educational world is seen in these years, a problem that the thesis tries to relate to. The problem is that you are experiencing constant demand for performance management and evaluation oriented activities, which are mostly utility-oriented. The individual value rationale has less significance.
When the more creative theories talk about that creative products must have a value for others, you can also glimpse a utility. It is the thesis discussed is whether to comply with external demands for a target rationales or whether more attention should also weights value rationale. The answer lies in Aristotle 4 forms of knowledge, sofia, episteme, fronesis and techne, all of which should be brought into play. If that happens, you will both take account of a value and target rationales. When it's important, it is about that in the creative processes need both to reflect and act while being able to relate to the particular and the universal.
Thesis method is based on both theory and empirical data. Data are gathered in an after-school center as a deviant case. The method chosen is both interviews and observations. It is aimed for a movement between understanding children's development of creativity and innovation skills and an understanding of the context and the context of the children are in. The answer is found in the empirical composition continuously with applied theory and identifies two main tracks in response to the thesis problem statement.
The first track is the child's immersion versus educators' intervention in creative processes. The second track is towards the importance of space in relation to Heidegger's occupant and building perspective
It is central to deepening counter-intervention is that educators must intervene with the children in their process, but it is important that they are aware that children do not need the same intervention at the same time. So it is that educators from their fronesis- knowledge sense when children are susceptible to interference, and when they need to immerse themselves in the process. It is of great importance that each individual is also given the opportunity to create his own space where they based on the intrinsic motivation to experiment with ideas. There must thus focus on both developing an intra-innovation competence and socio-innovation competence
The second trace shows something about the importance of space in relation to the development of creativity and innovation. The thesis points out here that it is essential that the pedagogy is sought is also reflected in the room because the room is part of the environment in which children meet and thus is a and opponent in relation to creative processes. It discusses the importance of Heidegger's construction perspective must be in proportion to his tenants' perspective, when both the physical and mental space to be established.
There is a cognitive and goal-rational understanding the basis for building perspective, while the occupant perspective increasingly driven by inner values and beliefs. You have to inhabit a space before you can sense how it fits with the real self.
The thesis reaches the conclusion that it must be a dualistic understanding where one can not exclude the other.
| Originalsprog | Dansk |
|---|---|
| Status | Udgivet - 15 dec. 2011 |