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Panel discussion 总被引:4,自引:0,他引:4
The question “Is Creativity a Plausible Educational Goal?” is central to any discussion of creativity from an educational vantage point. In the period from the 1960s until now, it has been more or less taken for granted that creativity is a realistic goal of education. However, there is a variety of issues which this presupposition can cause to arise. One is the issue of the early identification of “creative” individuals independent of their ever creating anything. Another is the question of fostering creativity as opposed to the fostering of actual creation. The strategies range from the early identification of the creative and “leaving them alone” to the refusal to make the identification and the fostering of creativity in Everyman. Others deny that there is any way of either identifying creativity or of fostering it. Virtually all these positions are represented in the following panel discussion. 相似文献
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The educational theories and policies promoted by Ernest L. Boyer (1928–1995), who served as chancellor of the SUNY system, U.S. Commissioner (Secretary) of Education, and president of the Carnegie Foundation for the Advancement of Teaching, were significantly influenced by his affiliations with the Brethren in Christ Church and the Society of Friends (Quakers) even though he rarely spoke about his faith publicly. Drawing on Anabaptist, pietistic, and apophatic (silence-oriented) theological traditions, Boyer's public career demonstrated a service-focused convictional theology that could be termed “public pietism.” Boyer's educational philosophy focused on human connectedness and called for all citizens to be active participants in improving their communities by living out nonsectarian “consensus virtues.” While Boyer was a strong proponent of the separation of church and state, his public service was imbued with deeply held Christian values. 相似文献
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