Creativity: the self-regenerative curriculum resource

Le résumé fourni par la source

It will come as no surprise that creative education scholars are, in principle, opposed to most strategies of standardisation. This is not the same as opposing baseline skills’ education, which form the foundation of all creative work. What we are opposed to is the notion that standardising curricula, assessments, and teaching resources somehow lead to better ‘learning’. The arguments in favour of standardising these resources that claim to be assisting Australia to meet our educational goals are clearly misunderstanding what our goals for better education are: not higher test scores alone, but more effective and more enriching learning experiences. In that pursuit, creativity, creative thinking, design processes and collaboration are unparalleled as requisite skills and mindsets. But where is our commitment to these educational goals, despite workforce and resilience measures calling for more?

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.