Monthly Archives: April 2014

Creativity and Imagination is Just Simply Learning in an Genuine Environment

ImageFor a couple of months now, I have been reflecting on the role of creativity and imagination in education (CIE).

I have looked at definitions and understandings by the experts and by the students. And I keep coming back to the same is simply Learning in a Genuine Environment.

When we talk about creativity in education we don’t expect the master to come up in the equation. We don’t expect students to be gifted in some way particularly in some artistic way. But we do expect to see words which just seem like second language in a student’s natural world.

Are not words like risk taking, discovering, passions, motivation, flourish, innovative,engagement, collaboration, confidence , words of great capacity; words of great excitement; words of great authenticity?

These words are purely words that exist in a child’s real world. They exist in their everyday. Students may not be aware of ways to develop creative thinking or ways to format their innovative thinking, but the fact remains that creativity and imagination is not just in education but in the everyday world. Formal education is simply a means to develop and exercise this creativity. This exercise can lead to greatness in having an “original idea that has value” (Robinson, Sir Ken, 2013).

When a child picks up an insect in the garden and asks where it comes from and explores it environment are we not seeing real world creativity? When a student is driven to discover the amazing, the unknown and the known, the natural and the unnatural is this not creativity in learning in  our everyday, in our genuine environments?

To experience creativity a person needs to know creativity and when this happens, it will be obvious that so much creativity is simply using our senses to explore the world and engage our brain to respond in a non-linear manner.

It can be written in more documented form but the reality is Creativity and Imagination is Just Simply Learning in an Genuine Environment



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Culture’s Role In Transformative Learning

Let’s for this exercise define culture as a “geographical point on a map”. What makes this point different to other points and identifiable are its “landmarks”. These landmarks are recognised by their name and their description. Landmarks, such as literature, language, food, religion, clothes, politics, gender roles and others, as shown in the diagram below. Each culture, over a period of time, brings all these “landmarks” together in differing proportions and descriptions, as well as placing conflicting levels of importance on each. This is known as the dominant culture of the area at that point in time.


The probability of having two culture points on the map with the exact expectations simultaneously in each of these landmarks is zero and hence the reason why so many cultures exist. But what if a culture joins another culture and tries to co-exist on the same point on the “map”? Continue reading

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Mirror, Mirror on the Wall- Reflection in Creativity and Imagination in Education

ImageThe term reflection seems to spring several understandings immediately. To reflect: to bounce back; to think about after the event; to evaluate; to question. All of which suggest an action after an event.

What about reflection within an event? Continue reading

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The Curriculum’s Tongues of Fire

Unknown-2When does the curriculum go from a book on shelf with structured descriptions to a global language that needs  expression and understanding from all corners of the planet?

The word curriculum is often associated with a set of rules to follow. A set of formats to include. A set of biased and , arguably, knowledgeable formulated ideals. The home page of the new National Australian curriculum states:

The Australian Curriculum describes what young Australians should learn as they progress through schooling.

What does this mean? What the “students SHOULD learn”….

This term is static, its lifeless, its “play dough gone hard”. In the 21st century when students and teachers are able to access each other in every planet in the world in an instant, they are expecting much more than static..they want an ongoing, flexible, relevant, challenging, motivating  curriculum laced with creativity and imagination. Continue reading


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