What is it about?
Brief outline identifying four core aspects of knowing that influence perception, engagement, and affect the environment in which creative work can take place.
Featured Image
Why is it important?
This high level account brings known practices together with theories that counter reductive approaches to learning. This approach is timely as growing knowledge acquisition confuses and undermines the importance of human experience where it contains implicit forms of knowing and learning. This paper points to important considerations regarding how we might know and learn particularly going into the 21st century.
Perspectives
While the paper is tailored to the academic genre, and in particular to a short word count, this work is the essence of a book! The most significant and rewarding outcomes we shared as co authors were the feedback of students through putting these principles into practise. It confirmed that creative learning took place between two modalities of knowing, those of practice and reflection. Here we could share reflection in terms of concepts and processes knowing all the while creative outcomes are the 'nuggets between' found in unique relational and situational fields of experience. Combining these we found learning a goldmine for students and teachers alike.
David Kayrouz
Auckland University of Technology
Read the Original
This page is a summary of: Creativity in graduate business education: Constitutive dimensions and connections, Innovations in Education and Teaching International, June 2019, Taylor & Francis,
DOI: 10.1080/14703297.2019.1628799.
You can read the full text:
Contributors
The following have contributed to this page
