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A phenomenological and thematic interpretation of the experience of creativityBellingham, Robin January 2008 (has links)
Creativity is a nebulous concept, lacking both clear articulations and common understandings of meaning. Due to a lack of clear alternatives the concept of creativity is increasingly becoming infused with economically driven vocabulary, associations, interests and ideologies. There is an immediate need to provide alternatives to the „creative economy‟ view of creativity, because of its insidious effect on educational institutions and practices and because it promotes a generally impoverished view of the meaning of creativity and of human potential. Reductionist thought; the tendency to understand concepts as separate and distinct from one another prevents us from easily conceptualising an experience such as creativity which involves the simultaneous experience of seemingly paradoxical elements such as individuality and unity, intellect and intuition and freedom and discipline. Democracy is a metaphor which can help to articulate and understand the paradoxical experience of creativity. Democracy stands for the potential to make meaning from the integrated exploration of individuality and of unity, which I argue is a fundamental dynamic of the creative experience. I further suggest that the essence of the creative experience is a democratic attunement to existence, in which subject and object, self and environment, intellect and intuition and freedom and discipline are experienced as in a democratic relationship with one another. This way of understanding creativity provides an alternative to the creative economy view. It implies some significant changes to traditional educational emphases, including a movement away from primarily individualistically oriented curricula and toward curricula and educational values which situate the individual within an integrated eco-system.
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A phenomenological and thematic interpretation of the experience of creativityBellingham, Robin January 2008 (has links)
Creativity is a nebulous concept, lacking both clear articulations and common understandings of meaning. Due to a lack of clear alternatives the concept of creativity is increasingly becoming infused with economically driven vocabulary, associations, interests and ideologies. There is an immediate need to provide alternatives to the „creative economy‟ view of creativity, because of its insidious effect on educational institutions and practices and because it promotes a generally impoverished view of the meaning of creativity and of human potential. Reductionist thought; the tendency to understand concepts as separate and distinct from one another prevents us from easily conceptualising an experience such as creativity which involves the simultaneous experience of seemingly paradoxical elements such as individuality and unity, intellect and intuition and freedom and discipline. Democracy is a metaphor which can help to articulate and understand the paradoxical experience of creativity. Democracy stands for the potential to make meaning from the integrated exploration of individuality and of unity, which I argue is a fundamental dynamic of the creative experience. I further suggest that the essence of the creative experience is a democratic attunement to existence, in which subject and object, self and environment, intellect and intuition and freedom and discipline are experienced as in a democratic relationship with one another. This way of understanding creativity provides an alternative to the creative economy view. It implies some significant changes to traditional educational emphases, including a movement away from primarily individualistically oriented curricula and toward curricula and educational values which situate the individual within an integrated eco-system.
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El "acontecimiento creador" y el "Ser de la escritura" a traves del texto autobiografico en Julio Cortazar y Alejandra PizarnikCadena Pardo, Sandra Paola 26 May 2016 (has links)
No description available.
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O ensino de filosofia como experiência crítico-criativa do filosofar: limites e possibilidadesRodrigues, Valter Ferreira 27 February 2014 (has links)
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Previous issue date: 2014-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Philosophy is not only a kind of historic and established knowledge alongside other forms
of knowledge, for example, religion and science but it is also the philosophize, a thought
experiment, one activity of intelligence. Philosophy is capable to transform not only how
humans understand themselves and the world but it also capable to transform our actions and
reality. In any level or modality of teaching, the teaching of philosophy should lead the
students to have a direct contact with a complete philosophy (theoretical and practical).
This work defends the thesis that the teaching of philosophy, especially in the high school
level, should correspond to the exercise of a personal practice of philosophical activity. The
goals of this work were: to develop an understanding of the philosophy experience and its
teaching, by theoretical contributions from the Henrique Cláudio de Lima Vaz reflections
about Ethics, from Adolfo Sánchez Vázquez´s philosophy of praxis and philosophy as the
creation of concepts by Gilles Deleuze and Félix Guattari, to investigate whether and how this
understanding is present in the documents that direct and subsidize the teaching of philosophy
in the Brazilian schools. This work analyzes the official texts and the scientific and academic
productions that are dedicated to the theme and reflects about the limits and possibilities of its
thesis in order to propose a rational base for teaching philosophy and experience of
philosophizing that can contribute to the development of educational and pedagogical actions
in order to identify, promote and evaluate the philosophical school experience. Each one of
these goals was treated in each chapter of this paper. The pretexts that led to the study of this
topic, the research problem its procedures and methodology were presented in the first
chapter. In the second one from an ethical perspective and from a pedagogical view, the work
has developed an understanding about teaching of philosophy and the philosophize which are
proposed in the thesis. The third and fourth chapters are devoted to empirical research. In the
third official texts that regulate and direct the teaching of philosophy in Brazil and in the
fourth chapter the scientific and academic productions devoted to this subject were analyzed.
In the final part, this paper was reflected about the limits and possibilities of teaching
philosophy in high school as a critical and creative experience of philosophizing. It proposes
some principles for teaching and if those principles are used they can help the teacher to
identify, promote and evaluate the philosophical potential in the pedagogies, didactics and
methodologies available to them in daily exercise of teaching philosophy. / Considerando que a Filosofia não é somente um tipo de saber historicamente estabelecido
ao lado de outras formas de conhecimento, como, por exemplo, a religião e a ciência mas é,
sobretudo, o próprio filosofar, ou seja, uma experiência do pensamento, uma atividade da
inteligência, capaz de transformar, não apenas o modo como o ser humano compreende a si e
o mundo, mas, também como age e constrói a realidade; e, considerando que o ensino de
filosofia independentemente do nível e/ou da modalidade deve levar os estudantes a terem
contato direto com uma filosofia completa , isto é, teórica e prática, o presente trabalho
defende a tese de que o ensino de filosofia, em especial no Ensino Médio, pode e deve
corresponder ao exercício do filosofar ou à prática pessoal da atividade filosófica. Por essa
razão, seus objetivos foram: desenvolver uma compreensão acerca da experiência filosofia
e/ou do filosofar e do seu ensino, a partir dos aportes teóricos da reflexão sobre a Ética de
Henrique Cláudio de Lima Vaz, na filosofia da praxis de Adolfo Sánchez Vázquez e na
filosofia como criação de conceitos de Gilles Deleuze e Félix Guattari; investigar se e como
essa compreensão está presente nos documentos que direcionam e/ou subsidiam o ensino de
filosofia nas escolas no país, a partir de uma análise dos textos oficiais e das produções
científico-acadêmicas dedicadas à temática; refletir sobre os limites e possibilidades da tese
que propomos, a partir da pesquisa e análises realizadas ao longo do trabalho, a fim de poder
propor uma fundamentação para o ensino de filosofia como experiência do filosofar que possa
contribuir para o desenvolvimento de ações didático-pedagógicas, no intuito de identificar,
promover e avaliar a experiência filosófica na escola. Cada um desses objetivos foi tratado em
um dos capítulos da tese. No primeiro foram apresentados os pretextos que levaram ao estudo
desse tema, a problemática da pesquisa, seus procedimentos e metodologia de trabalho. No
segundo capítulo, desde um viés ético e outro pedagógico, se desenvolveu compreensão
acerca do ensino de filosofia e do filosofar contida na tese e sua fundamentação teórica. O
terceiro e quarto capítulos foram dedicados à pesquisa empírica. No terceiro foram analisados
os textos oficiais que normatizam e direcionam o ensino de filosofia no Brasil e no quarto
capítulo as produções científico-acadêmicas dedicadas a esse assunto. Nas considerações
finais, se refletiu sobre os limites e as possibilidades de um ensino escolar e filosófico de
filosofia como uma experiência crítico-criativa do filosofar, articulados na forma de
princípios para o ensino de filosofia que, se aplicados, podem contribuir para que o professor
identifique, promova e avalie o potencial filosófico das pedagogias, didáticas e metodologias
à sua disposição no exercício diário ensino de filosofia.
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Community: An Experience-Based Critique of the ConceptElias, Maria Veronica 26 August 2008 (has links)
No description available.
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