Literaturnachweis - Detailanzeige
Autor/in | Hochstetter, Gregor |
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Titel | The significance of creativity for teaching philosophy. |
Quelle | In: Journal of didactics of philosophy, 6 (2022) 1, S. 1-21
PDF als Volltext |
Beigaben | Literaturangaben |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2624-540X |
DOI | 10.46586/JDPh.2022.9702 |
Schlagwörter | Kompetenz; Denken; Kreativität; Fachwissen; Lehren; Lehre; Fachdidaktik; Philosophie |
Abstract | Although creativity constitutes a central human ability that needs to be fostered in school, research in didactics of philosophy hasn't so far developed accounts of how to train creativity systematically. In this paper I will provide the foundations for a didactics of creativity for philosophy and ethics education. The approach is based on the insight that creativity is an important competence to be promoted in philosophy and ethics classrooms. I will define the concept of creativity and review key empirical findings from the field of educational psychology and psychology of learning which will help me working out a framework for fostering creativity in the philosophy classroom. Central to this is the idea that creativity can only be taught if the use of creative task types is preceded by a phase of acquiring domain-specific philosophical and ethical competences and knowledge. I will then argue that this objective can be implemented particularly well through the design thinking method. In this context, task types that promote divergent thinking are particularly effective. I will use three classroom examples to illustrate how creativity could be fostered in philosophy and ethics classes. |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern) |
Update | 2024/1 |