Petrova Gjorgjeva, Emilija and Kitanova, Irena and Mirascieva, Snezana and Koceva, Daniela (2017) The educator as a creativity ancourager in children. Unapređenje kvalitete života djece i mladih. pp. 99-102. ISSN 1986-9886
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Abstract
There are numerous theoretical approaches to creativity, but the paper focuses on three of them:
the concept of creativity as a mental disorder, the concept of creativity as the essence of a selfactualized
human being and the social approach to creativity. Historically speaking, the
relationship between school and creativity was far from ideal, and still many school critics
emphasize that school has counterproductive effect on creativity. The reason for this lies in the
general organization of the learning process in schools, and educational philosophy that is
focused on the convergent way of thinking and the existence of “only one correct answer”,
which are not correspondent with the creativity process. Nowadays creativity is becoming
increasingly recognized as a means for personal growth, as well as social progress and survival
of a community. Creative teaching should be based on the changed social relations between
teachers and students through encouraging students to ask unusual questions and show
initiative, by showing them that not every problem is already solved and by allowing them to
make mistakes. In addition, it is required to apply methods and techniques that promote
creativity. It is especially important to educate prospective teachers in creativity stimulating
ways in order to provide a model for them to organize their own classroom activities as
teachers.
Keywords: Teaching in school, notion of creativity, importance of creativity, me
| Item Type: | Article |
|---|---|
| Subjects: | Social Sciences > Educational sciences |
| Divisions: | Faculty of Educational Science |
| Depositing User: | Daniela Koceva |
| Date Deposited: | 30 Jan 2018 11:50 |
| Last Modified: | 30 Jan 2018 11:50 |
| URI: | https://eprints.ugd.edu.mk/id/eprint/19250 |
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