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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010236832 | LB1027 H47 2010 | Open Access Book | Book | Searching... |
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Summary
Summary
The Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories. Taking a classroom-based example of poststructuralist methodology as its starting point, Anna Herbert's investigation explores the relationship between creativity seen in psychological activity, such as dreams, and creativity seen in the classroom, asking the following questions:
What might a methodology which taps into different forms of creativity look like? Could such a methodology support current neuropsychological theories of memory and learning? What are the consequences of imaginary and symbolic orders of knowledge for the understanding of both conscious and unconscious creativity in the classroom?Exploring the ideas of a number of psychological analysts including Jacques Lacan's four discourses, concepts of 'the other' and the theories of Postructuralist thinkers including Levinas, Mead and Kristeva, Herbert explains how different theories can be used to develop creativity in the classroom and surmount obstacles preventing creative environments.
Clearly presenting both theoretical positions and their bearing on classroom practice, teachers at all levels will benefit from this innovative approach to creativity, as will school psychologists and all professionals interested in the links between psychoanalysis and pedagogy.
Herbert clearly communicates both theoretical positions and their bearing on classroom practice. Teacher at all levels will benefit from this innovative approach to creativity, as will school psychologists and other professionals interested in the links between psychoanalysis and pedagogy.
Author Notes
Anna Herbert works in the Department of Education, Lund University, Sweden.
Reviews 1
Choice Review
This book sets out to situate Lacanian psychoanalytic theory in the context of the creative thought process and the impact this relationship can have on educational practice. The challenge, as Herbert (Lund Univ., Sweden) points out, is that Lacan's discourse is often metaphoric by design and prone to the imprecision of interpretation. However, Herbert tackles Lacan with a directness that is refreshing. This is, in fact, the greatest strength of this work--it explicates Lacanian theory without resorting to the circular reasoning that Lacan invites. In this regard, the book provides an accessible introduction to Lacan's central ideas and terminology without becoming bogged down in abstract reasoning. However, because of this, the book sometimes feels trapped between two purposes--as an introduction to Lacan and as an application of his theory to explain the creative process. Those relatively inexperienced with either Lacan or educational psychology will take much away from this book; those with more extensive backgrounds in either subject may find little new. Summing Up: Recommended. Upper-division undergraduate and above. P. L. Yoder Truman State University
