How can we teach it when we don’t know what it is?

Tuesday Feb 28th
7pm on the main floor
FREE to ALL

In its first recorded use, creativity, referred to a power possessed by God and God alone. Yet, in modern use, creativity is assumed to be possessed by all. How did this happen? And why has creativity been described in so many different ways? As the purview of genius, the seed of Nature that is inside us, the rebellious spirit that overthrows tradition, the conscientious spirit that adds to tradition, an innate character trait, and a learned cognitive skill.

Creativity is listed as one of Ontario’s major educational goals. Can such a conceptual mess be taught? Fortunately, the mess cleans up. Every conception of creativity has a reason for being. By looking historically at why these conceptions arose, it is possible to assemble a range of “creativities.” By changing the question from “What is creativity?” to “What conception of creativity fits here?” creativity can be thoughtfully and contextually applied.

Trevor Strong is a PhD candidate with the Faculty of Education.