Harding, Judith and Hale, Lynne (2007) Anti-Creativity, Ambiguity and the Imposition of Order. In: Creativity or Conformity? Building Cultures of Creativity in Higher Education, 8-10 January 2007, Cardiff.
|Type of Research:||Conference, Symposium or Workshop Item|
|Creators:||Harding, Judith and Hale, Lynne|
Though there are many ways of describing markers of creativity, one of the most persuasive was one of the earliest we encountered: the ability to tolerate ambiguity. It is precisely that ambiguity, valued in the arts for its richness of interpretive possibility, that is perhaps most at risk in the current sector and institutional climate of imposed order. An insistence on a rigidly enforced language of learning outcomes seems to value tidiness and clarity over the excitement and engagement of open-ended exploration. An emerging pedagogical correctness (focusing on easily assessable and quantifiable outcomes) threatens invention and critical questioning as not only an aim for students but also for teachers as part of the task of developing engagement with the culture of a specific discipline.
|Keywords/subjects not otherwise listed:||pedagogy, student experience, teaching, creativity, ambiguity, teaching and learning research|
|Your affiliations with UAL:||Other Affiliations > The Teaching and Learning Exchange|
|Funders:||Cardiff School of Art and Design at the University of Wales Institute Cardiff, Higher Education Academy programme for Innovations in the Curriculum and Student Support|
|Projects or Series:||CLTAD|
|Date Deposited:||21 Feb 2009 10:44|
|Last Modified:||02 Aug 2016 13:40|
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