Kreativitet og innovation i moderne didaktik - En kognitiv og semiotisk funderet tilgang til undervisning

Creativity and innovation in modern pedagogics.

What are the specific dimensions of all forms of creativity and innovational practice? Four categories are considered to be essential in a pedagogical perspective:
Analogical and metaphorical thinking, sign making of multimodality, and the ability of combination i.e. to be able to shift perspective, to face a problem from a different point of view with reference to the term 'bisociation' (Kupferberg, 1996 and others)
This paper attempts to challenge the traditional paradigm of teaching. This approach to the concept of analogies/metaphors as a new strategy of pedagogics relies primarily on newly founded theories of cognition and semiotics. What are the distinctive marks in modern conception of analogy? What gives an analogy power and interest in a pedagogical sense?
Professor Douglas Hofstadter and Professor Emmanuel Sander (2013) point out that the power of an analogy "comes frem the fact that it sees beyond the surface differences of two situations to reveal something deep and hidden they have in common" ("Surfaces and Essences. Analogy as the fuel and fire of thinking", 2013). According to Hofstadter and Sander (and others) our everyday life, capacity for thinking and reasoning suggest the force of analogy as the core of recognition and an essential perspective of human knowledge.
My key interest in this matter is to investigate the mental mechanism and linguistic conceptions (e.g. the metaphor) that trigger the analogies. How can we simulate and trigger the analogies exploiting new strategies of learning in the field of signmaking and examining items of multimodality and other textual representations? (Cf. Gunther Kress, 2010). Findings of students´creative production of multimodal, digital textbooks will be elaborated in my presentation of the paper.