Designing a Situated Creativity model based on the Reflective Education approach (Case study: philosophy for children program)

Document Type : Scientific- research

Author

Assistant Professor of Institute of Ethics and Education, Institute of Humanities and Cultural Studies

Abstract

The purpose of this study was to design a situational creativity model based on the reflective training approach based on data foundation theory. The approach of the present paper is qualitative and to design the situational creativity model, the data foundation method based on the approach of Strauss and Corbin (1998) was used. The statistical population of the present study for the initial interview and identification of valid texts in the field of situational creativity included experts who had a history of training in creativity and writing textbooks in the field of reflective training and creativity. This led to the identification of credible sources of reflective education, the school of pragmatism, and philosophy for children, and texts that could be cited by Joas. Findings showed that "communication and connection, experience as a flow, integration of perception of the world and female society" as an axial phenomenon based on causal conditions Contrasting things, learning is achieved through sustainability, change and reconstruction of the environment and openness of expression, taking into account the beautification of life and social and physical factors (as a model field) and leads to attention to the emotional aspects of education, integrated creativity, strengthening High self-esteem and motivation to participate.

Keywords

References

باقری، خسرو (1394)، فبک در ترازو (نگاهی انتقادی از منظر فلسفه تعلیم و تربیت اسلامی)، تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی
حسین پور صباغ، داوود، شرفی، محمدرضا، علم الهدی، جمیله، سوزنچی، حسین (1398)، بازشناسی مفهوم موقعیت در رویکردهای تربیت ارزشی معاصر، مجله علوم تربیتی دانشگاه شهید چمران اهواز، 26 (2): 1-26
راجی، ملیحه (1395)، کندوکاوی در مبانی و خاستگاههای نظری-تربیتی فلسفه برای کودکان، تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی

محمودی، سید نورالدین (1392). تعامل هنر و خلاقیت در دیدگاه صدرالمتالهین (ره) و دلالتهای آن در ارایه الگوی تعاملی برای پرورش هنر و خلاقیت، رساله دکتری، دانشکده علوم تربیتی، دانشگاه تهران

محمودی، سید نورالدین (1398)، ارائه مدل علی جهت بررسی نقش واسطه گری کیفیت ارتباط معلم-دانش آموز در رابطه خودتنظیمی تحصیلی، فرهنگ مدرسه و اشتیاق تحصیلی با تفکر خلاق در دانش آموزان متوسطه، مجله تفکر و کودک، 10 (1): 237-259
ناجی، سعید. (۱۳۸۹). کندوکاو فلسفی برای کودکان و نوجوانان، ج اوّل، تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی.
هدایتی، مهرنوش (1397)، الگویی برای پیشرفت معرفت فلسفی در برنامه فلسفه برای کودکان، مجله رویش روان شناسی، 7(11): 152-101
Alexander, T. M. (2012). John Dewey's theory of art, experience, and nature: The horizons of feeling. SUNY press.
Bernard, F. (2019). Thinking and Living Experience: Pragmatist Contributions from John Dewey. From UXD to LivXD: Living eXperience Design, 27-40.
Capps, J. (2021). What We Talk about When We Talk about Truth: Dewey, Wittgenstein, and the Pragmatic Test. International Journal of Philosophical Studies, 1-22.
Cassidy, C., Marwick, H., Deeney, L., & McLean, G. (2018). Philosophy with children, self-regulation and engaged participation for children with emotional-behavioural and social communication needs. Emotional and Behavioural Difficulties, 23(1), 81-96.
Daniel, M. F., Belghiti, K., & Auriac-Slusarczyk, E. (2017). Philosophy for Children and the Incidence of Teachers’ Questions on the Mobilization of Dialogical Critical Thinking in Pupils. Creative Education, 8(06), 870-892.
Dewey, J. (1923). Democracy and education: An introduction to the philosophy of education. macmillan.
Dewey, J. (1925). Experience and Nature. London: Open Court, 1958.
Dewey, J. (1997). How we think. Courier Corporation.
Dewey, J. (2005). Art as experience. Penguin.
Evaniuck, J. (2019). Harry S. Broudy, Champion for Educationalists. American Educational History Journal, 46(1/2), 25-41.
Habermas, J., Honneth, A., & Joas, H. (1991). Communicative action (Vol. 1, p. 202).
Honneth, A., & Joas, H. (1988). Social action and human nature. CUP Archive.
Joas, H. (1990). The creativity of action and the intersubjectivity of reason: Mead's pragmatism and social theory. Transactions of the Charles S. Peirce Society, 26(2), 165-194.
Joas, H. (1993). Pragmatism and social theory. University of Chicago Press.
Joas, H. (1996). The creativity of action. University of Chicago Press.
Joas, H. (1997). GH Mead: A contemporary re-examination of his thought. MIT press.
Joas, H., & Beckert, J. (2001). Action theory. In Handbook of sociological theory (pp. 269-285). Springer, Boston, MA.
Joas, H., & Kilpinen, E. (2006). Creativity and society. Cambridge University Press.
Joas, H., & Knöbl, W. (2009). Social theory: twenty introductory lectures. Cambridge University Press.
Joas, H., & Meyer, R. (1989). Institutionalization as a creative process: the sociological importance of Cornelius Castoriadis's political philosophy. American Journal of Sociology, 94 (5)
Lipman, M. (2003). Thinking in education. Cambridge university press.
Maboloc, C. R. (2021). Deep Thinking or Resistance? On Finding a Middle Ground between Paolo Freire’s Critical Pedagogy and John Dewey’s Pragmatism. Philosophia, 1-12.
Mateo, J. F. (2021). John Dewey's theory of inquiry. Quantum physics, ecology and the myth of the scientific method. Agora: papeles de Filosofía, 40(1), 133-154.
Shook, J. R., & Margolis, J. (Eds.). (2008). A companion to pragmatism. John Wiley & Sons.

Files

Share

How to cite

Statistics