Integral Perspec.ve on Development of Crea.ve Learners 1. Crea.vity through the Integral Perspec.ves
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Integral Perspec.ve on Development of Crea.ve
Learners
1. Crea.vity through the Integral Perspec.ves
Crea%vity As
A Complex Phenomenon
Inten%onal Behavioral / Neuroscience
Cultural Social / Complexity Science
Inten%onal phenomenology
“I”
The emergence of a novel, ra%onal product growing out of the uniqueness of the individual. (Rogers, 1954)
“Its”
Behavioral Neuroscience
Crea%vity emerges from an Interconnec%on of the frontal lobe (idea genera%on), the temporal lobe (idea evalua%on), and the limbic system (emo%ons). (Flaherty, 2005)
“We” Cultural Hermeneu2c
Culture is the general expression of humanity, the expression of crea%vity. Cultural-‐based crea%vity emerges from personal abili%es, skills & a social environment.
“It”
Social Complexity science
Crea%vity emerges through a constant exchange of energy with an environment & transforms itself into new organiza%on of increased order and complexity.
Inten.onal Behavioral
Cultural Social
“I”
“We”
“It”
“Its”
How do you feel when you create? How does your crea.vity contribute to your personal growth? Do you meditate before your work?
How do you change your behavior when you become crea.ve?
How does your crea.vity (artworks) have impact on friends and family members? Do their enjoy/understand your artwork? How do they interpret it?
What aSractors do describe crea.ve people and bored people?
Phenomenology
Construc2vism, Self-‐Organiza2on
What are the main phases of the process of crea.vity?
Neuroscience What parts of brain do ac.vate during crea.on? Whether are some permanent changes in the brain of a crea.ve person?
Behaviorism
Hermeneu2cs
Anthropology
How does school culture change when students are involved in crea.ve ac.vi.es?
Social autopoiesis How do crea.ve people connect with each other? Do they need an exchange of ideas, skills..?
Chaos Theory
Inten%onal
Phenomenology studies the structures of various types of experience:
Percep.on, thought, memory, imagina.on, desire, will, social ac.vity
Involves inten%onality-‐ directness of experience toward things in the
world.
Maurice Merleau-‐Ponty (1908-‐1961) The French Phenomenological philosopher His main book “Phenomenology of Percep%on”
Percep%on
• The core of his philosophy as an openness to the world
• A founda.on role in understanding the world as engaging with the world
• As an ac.ve and cons.tu.ve dimension
• Essen.al to the crea.ve and aesthe.c ac.vi.es of human being
Maurice Merleau-‐Ponty (1908-‐1961)
He developed the concept of the body-‐subject:
• As the primary site of knowing the world
• As the conscious subject of experience • As a power of responding to the world by sensing • Consciousness, the world, and the human body are
intricately intertwined and mutually “engaged.”
• The ar.st body as an intertwining of vision and movement
Maurice Merleau-‐Ponty (1908-‐1961) The ar%st’s crea%on
• Comes from the ar.st’s body and the outside
world.
• Emerges as a result of concentra.on or coming-‐to-‐
itself of the visible.
• Is not construc.on but the internal radia.on of
the visible in the forms of color, space and depth.
• The eye as the “window of the soul” through which the beauty of the universe is revealed to
people
Jean Piaget (1896-‐1980)
A pioneer of construc.vist thought
He postulates the existence of two func.onal invariants:
• Organiza%on – the tendency to integrate various experiences by integra.ng parts into wholes
• Adapta%on – seeking and adjus.ng to our physical and intellectual world
“Educa&on means making creators.”
Matura.on:
Experience,
Social Transmission,
Equilibrium
Func.ons Organiza.on
Adapta.on
Assimila.on
Accommoda.on
Factors influencing the process of intellectual development by Piaget
Jean Piaget (1896-‐1980) In the development of intellect processes of
assimila%on & accommoda%on are necessary.
Assimila%on – new informa.on is integrated into
already exis.ng cogni.ve structures. We are applying old thinking to a new situa&on.
Accommoda%on – new informa.on is too complex to be
Integrated into the exis.ng structure – cogni.ve structures
change in the response to new experience We have to change our thinking to understand new informa&on.
Jean Piaget (1896-‐1980) The development of knowledge is a nonlinear process
with qualita.ve different types of thinking – stages.
The four stages:
• Sensorimotor stage (from birth to age 2)-‐ experience the world through movement and senses
• Preopera%onal stage (from age 2 to 7) -‐ magical thinking
predominates and motor skills are required
• Concrete opera%onal stage (from age 7 to 11)-‐ logical but very concrete thinking
• Formal opera%onal stage ( from age 11 to16) – abstract and logical thinking
Jean Piaget (1896-‐1980) Each new stage emerges from differen%a%on and
integra%on of the concepts of the prior stage.
Each stage has an inherent tension that propels
development to the next stage.
This is similar to the emergence of novel paSerns through
self-‐organiza.on (lecture 2).
This is true of percep.on, memory, language competence,
and crea.vity.
Cultural Second – Person Perspec.ve
Wilhelm Dilthey (1833-‐1911) The German philosopher
• Stressed the subjec.ve, meaningful character
of human understanding
• Proposed that the human studies have to based
on the rela.onship between experience,
expression, and understanding.
• Through lived experiences we are able to comprehend a complex whole of life
• All elements of life are constantly changing and
differen%a%ng
Wilhelm Dilthey (1833-‐1911) • Proposed that the lives of individuals are enriched
through their rela.onship with their environment
• Every individual is a historical being and immersed
in the whole web of cultural systems and
communi.es
• Every individual internalizes these rela.onships
through own content, value, and purpose
• The inner life externalizes in the form of
language, ac.ons, and crea.ons –objec&fica&ons
of life
Wilhelm Dilthey (1833-‐1911)
• Provided a founda.on for developmental psychology
• The value of life -‐ the richness of life that human experience
• Ability to evaluate his interests, percep.ons and ideas. • Crea.ve processes -‐ one of the characteris.cs of
development • “Thus in each of us the understanding of actual life originates through a
pervasive interac&on of life-‐experience, representa&onal art, and
scien&fic thought.”
Dilthey’s model of the spiritual science as a reciprocal dynamic interac.on between “I” and its world
The inner Life 1
The World rela.onship between experience, expression and comprehension
Comprehension The Inner Life 2
External expressions
Experience
External expressions
Lev Vygotsky (1896-‐1934) “Ini&ally, an emo&ons is individual, and
Only by means of a work of art does it become social
or generalized”
A Russian psychologist
• His work combines all four perspec.ves;
individual, cultural, behavioral and social
• Human development could not be seeing
as an isolated trajectory, but in rela.on to
historical change on a variety of levels;
individual, ins.tu.onal and cultural
Lev Vygotsky (1896-‐1934) • Human development is a nonlinear,
complex, and dynamic process
“characterized by periodicity, unevenness
in the development of different
func&ons…”
• Importance of the “revolu.onary
changes” in child development
• Human as an ac.ve and dynamic
par.cipant in own existence who though
his ac.on affect the world and himself
Lev Vygotsky (1896-‐1934) • Development and crea.vity as internaliza%on
of external s.muli and externaliza%on
• Internaliza.on – the complex process of a
long series of developmental func.ons,
forming flexible and complex func.onal
systems
• Externaliza.on – the process of construc.on and synthesis of emo.on-‐based meanings and
cogni.ve symbols
Lev Vygotsky (1896-‐1934) • S.mula.on of the growth of the personality
and ideas by the tension between these two
processes
• Internaliza.on & externaliza.on are interconnected through the loop of
dependence
• Crea.vity results in products that are externalized and made available for others at
the cultural and social levels.
Lev Vygotsky (1896-‐1934) • Crea.vity transforms both the creator
through the personal experience of the
process &
other people via the crea.on of knowledge
and ar.facts.
• Crea.vity creates a lifelong zone of proximal
development for people to con.nually learn
from and contribute to their culture.
Developm
ent
Internaliza%
on
Crea%vity Externaliza%on
Culture Crea%ve outcomes
Personality Will & Commitment
meaning sense
A visual representa.on of Vygotsky’s dialec.cal concep.on of development and crea.vity
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