Creativity and Innovation from the Perspective of Education

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					Creativity and Innovation from the Perspective of

    Lisbon Conference 2007: Creativity and Innovation -
    Development of Key Competences from the Perspective of
    Schools and Employers

    27 September 2007                     Michael Wimmer

Why talking about creativity and innovation

In the interests of the (old) industrial economy and of academic
achievement, we have succumbed to a partial form of education. We have
vasted and even destroyed a great deal of what people had to offer
because we couldn„t see the value of it.

Therefore we need a new conception of human resources.
This is what the ideas about creativity are pointing at.
It is fundamentally a question of ecology.

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When talking about creativity…..

we talk about social inclusion
„There are many misconceptions about creativity. Creativity is not a separate faculty
that some people have and others do not. It is a function of human intelligence.“

we talk about school development
„Creativity is a balance between freedom, authority, skill and speculation. It can be
taught, but you have to loosen up the system to let it happen. You can„t have
creative learning without creative teaching.“

we talk about diversity in democratic societies
„Creativity is the freedom to constantly see things from a different perspective.“

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The European Year of Creativity and Innovation through Education
and Culture in 2009

The aim is to promote creativity as a driver for innovation
and as a key factor for the development of personal, occupational and social competences and the well-being of
all individuals in society.

Education and training systems should cater sufficiently
and at all appropriate levels for the development of key competences to support creativity and innovation.

Creativity is considered as an ability
needed to permit autonomous thought and independent behaviour, with a view to reaching innovative and
original solutions in personal, occupational and social life.

Creativity and innovation should be promoted in the perspective of "lifelong
and lifewide" learning
and participation. Taking as a reference the Recommendation of the European Parliament and of the Council of
18 December 2006 on key competences for lifelong learning (2006/962/EC), in particular the competences
regarding "sense of initiative and entrepreneurship" and "cultural awareness and expression“.

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The Year should highlight the following factors which can contribute to the
promotion of creativity and innovation:

- providing an environment which stimulates innovation, flexibility and adaptability
  to a rapidly changing world and creative management of diversity. All forms of innovation, including non-technological
  innovation should be taken into account

         an environment which stimulates aesthetic sensitivity, emotional
- providing
 development, lateral thinking and intuition
 and which fosters creativity in all children from the earliest stages of development, including pre-school care

- fostering creativity as a competence
 which is transferable to a variety of occupational contexts

- broadening access to culture and reducing disparities in access
  particularly during an individual's most formative years, so that the personal development of some children is not

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- continuing opportunities for participation
  in various forms of cultural, artistic and creative self-expression throughout formal education, in keeping with each
 individual's capacities

- equipping      people to improve their career opportunities
 in all areas where creativity and innovation play an important role;
 developing creativity through non-formal and informal youth activities

- encouraging        those who are no longer in the labour market
 to develop their creative potential for personal fulfilment

- encouraging openness to cultural diversity
  as a means of fostering intercultural communication and artistic cross-fertilisation.

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What has happened up to now

- 1998 Conference “A Creative Culture” in Bregenz during the Austrian EU-

- 2001 Conference “A Must or a Muse” in Rotterdam

- Since 2001 Culture-School-Network of civil servants from education and
  cultural administrations

- 2006 Recommendation of the European Parliament and of the Council of 18
  December 2006 on key competences for lifelong learning (2006/962/EC)

- 2006 Conference “Cultural Education in Europe: A Contribution for Creativity,
  Participation and Innovation” during the Austrian EU-Presidency

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What will happen next

- From 2007 European Portal on Arts and Cultural Education

- 2008 European Year of Intercultural Dialogue

- 2009 European Year of Creativity and Innovation through Education
       and Culture

- 2010 Follow-up of the Lisbon Agenda

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Some positive examples

- Creative Partnerships/England

- Kulturelle and Kunstsinnige Forming/The Netherlands

- KACES: Korean Arts and Cultural Education Service

- Austrian Culture Service/KulturKontakt Austria

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Some research results

- UNESCO World Conference on Arts Education, 2006 in Lisbon
 („The UNESCO Road Map“)

- The WOW-Factor Global Research Compendium on the Impact of the
  Arts in Education, 2006

- French Ministry of Education and French Ministry of Culture: The Impact
  of Arts and Cultural Education, 2007 Paris

- Creative Partnerships: ofsted - initiative and impact

- Brain research, Fe Project Zero/Howard Gardner/Ellen Winner:
  Multiple intelligences

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What research made evident: Learning in the arts – Learning by the arts:
Intrinsic and extrinsic effects
- Creative Development
 Partnerships between schools and cultural institutions are effective in
 developing in pupils attributes of creative people
- Applying Creativity
 Cultural education enables the development of good personal and social skills
 (effective collaboration, maturity in their relationship with adults,…)

- Young Professionals
 A significant number of pupils were motivated to work directly in the creative industries

- Standards Achieved
 Students improved in achievment in areas such as literacy, numeracy and information and
 communication technology

- Personal Development and Well-Being
 Improvement of pupils„ motivation to actively take part

- Sustaining and Achieving
 Arts and Cultural Education has long lasting effects (Fe in changing cultural attitudes)

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The Austrian Case

Report: Diversity and Cooperation – Cultural Education in Austria

- taking   the actors (teachers, artists, mediators, parents…) seriously

- towards a strategic approach
(joint cultural and education policy approach)

- from theory to practice (as documents already exist without
  implementation of policies)

- a new culture of teaching and learning

- a new quality of cooperation between schools and cultural

- improvement of qualitative aspects (documentation, qualification,

- fostering public interest            11/13                               12

- from input to output orientation: leadership and management

- further development of the curricula

- organisation of partnerships

- documentation, monitoring and evulation

- international exchange and cooperation
 (European Portal on Arts and Cultural Education)

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Creativity is core, not peripheral.

Creativity is about thinking, not just about feelings (observation,
envision, expression, reflection).

Creativity is another way to understand the world, as important as the
scientific way.

Creativity cultivates habits of mind, not just craft.

                    Thank you for your attention!

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