창의성 교육의 원리탐색: 몰입의 원리

• 영문명: Creativity and Immersion
• 발행기관: 한국교육철학회
• 저자명: 최석민(Choi Seok Min)
• 간행물 정보: 『교육철학』교육철학 26집, 197~214쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.12.01

영문 초록

A common approach of creativity seems to have been that, after being fully conceptualized, creativity can be cultivated. But creativity can be achieved by meeting the conditions of the idealistic problem-solving or by living the processes of the immersion. Dewey seems to indicate exactly this point when he says that the first stage of experience called thinking is experience. Experience as interest seems to be the context for the activation of creativity. But it may not be that experience is for creativity; rather, creativity for experience. So, Creativity seems not something to be handed down but practiced. It may not be forced but lured. That is because, in Dewey's view, the qualities of immersion and creativity could be identical, in that both have the same attributes of the good life. So to speak, immersion is the additional name of a state "fully involved in the very process of purpose orientated activity", it could make possible the creative re-construction of one's present belief system. Hallman's research on Dewey's concept of the creativity and Csikszentmihalya's in-depth analysis of the ninety-one exceptional individuals support it. As Dewey said, unending growing-striving-growing-striving continuation makes us more ideal creative citizen.

목차

Ⅰ. 서론

Ⅱ. 현행 창의성 교육의 문제

Ⅲ. 창의성 교육의 원리로서 몰입

Ⅳ. 결론

참고문헌

Abstract