Creativity and Innovation
Education has played a role in the transmission of knowledge and in professional training. However increasingly, with Europe’s attention focused on the development of a competitive, knowledge-based economy, on the one hand, and sustainable and cohesive society on the other, the value of creativity and innovation is highlighted.
Solutions to major challenges, such as global warming, or dwindling natural resources, will increasingly be dependent upon our ability to find innovative solutions to pressing global problems. There is a reaction to approaches to education which conditions innate curiosity and playfulness, thus limiting creativity, inventiveness and innovation. Should these values be at the heart of education?
Supporters of a democratic approach to school promote the need for the respect and support children’s creative capacities. This implies the recognition of children's various talents, such as the plural intelligences that traditional schooling has sometimes overlooked.
Another approach might equate creativity and innovation with the competences and behaviours expected of society’s managers. In this perspective, these values are linked to the highest performance expected of the school system.
Is it possible to include creativity in the curriculum?
Can this approach to teaching be thought of as a cross-curricular competence related to learning methods rather than a body of specific knowledge?
Is it possible to develop teachers and their teaching in ways that focus on the active participation of students in creative solutions to global problems, rather than producing conformist attitudes and passive reproduction of knowledge?