This study provides a baseline analysis of the extent to which the primary education system in Pakistan is capable of enhancing or inhibiting children’s creativity. It involved 1008 primary schools who participated in a survey, 154 children who took the Torrance Tests of Creative Thinking, and classroom observation in 16 schools as well as documentary analysis of the education policy documents, curriculum and the official science textbook. The research presents the findings related to the definition of ‘creativity’, and the means used to identify, assess and enhance it as well as the importance and the obstacles faced in doing so. The study finds that while policy documents mention the introduction of creativity in education, and the curriculum lays emphasis on the concept in a comprehensive manner, the designated textbooks and teaching practices do little more than encourage rote memorization and regurgitation of information. The measurement of children’s creativity in this study has shown that children have the ability to produce ideas which are at times also original. But they appear to be weaker in other areas such as being able to produce abstract titles, and remaining open to going beyond the ‘ordinary’ in their thinking. This is due to the fact that much of the teaching is only geared towards knowledge acquisition. This research has reinforced the need for a systems view of creativity, in order to provide a more holistic and less distorted view of the phenomenon.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:525405 |
| Date | January 2010 |
| Creators | Shaheen, Robina |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/1239/ |
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