Journal article
Creativity at the Crossroads: Pragmatic Versus Humanist Claims in Education Reform Speeches
Creativity research journal, v 24(4)
01 Oct 2012
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Obama's, and other policymakers', speeches claim that creativity-the ability to derive novel, excellent and relevant ideas and products-is a valuable student asset for the 21st century, but why? Two types of rhetorical appeals to long-held educational values in these speeches are examined: pragmatic claims about student creativity focus on economic recovery, which implies a need to teach and research the link between creativity, academic success and workforce preparation. In contrast, humanist claims about student creativity emphasize a teaching and research agenda of promoting self-realization, cultural identity formation, and aesthetic learning principles, which include empathy and emotional awareness in addition to cognitive aspects of creative thinking and problem solving. These rhetorical appeals are examined in light of education reform and directions in art education.
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Details
- Title
- Creativity at the Crossroads: Pragmatic Versus Humanist Claims in Education Reform Speeches
- Creators
- Jen Katz-Buonincontro - Drexel University
- Publication Details
- Creativity research journal, v 24(4)
- Publisher
- Taylor & Francis Group
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000311272000001
- Scopus ID
- 2-s2.0-84869799280
- Other Identifier
- 991019168908104721
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- Web of Science research areas
- Psychology, Educational
- Psychology, Multidisciplinary