Dear all
I believe that as educators of designers we have a duty to nurture
creativity and to create an educational environment which may encourage
students to explore and expend their talents (I use plural for ‘talent’ in
the same way Howard Gardner wrights about intelligences). I do agree that
design is a state of mind or a state of consciousness. Therefore becoming a
designer is not only discovering ones talents but also a process of adopting
an identity of a person with such states of mind. This is not something
which can be transferred directly, so the question should be: how do we
support or guide this processes?
Since I have been conducting a research into the emotional experience of
learning and teaching architectural design, I have now more reasons to
believe that the nature of student-instructor relationship and their
emotional dimensions have an extremely important role.
The abstract of the paper which is going to be presented in the CLTAD
conference is available on the CLTAD web site :
http://www.linst.ac.uk/cltad/home.htm
or if you wish to have the full paper send me a note.
See for creativity and motivation:
Amabile, T. M. (1996). Creativity in context. Boulder: Westview Press
And:
Nickerson, R.S. (1999). Enhancing creativity. In: Sternberg, R. J. (Ed.),
Handbook of creativity, Cambridge: Cambridge University Press.
And for creativity and emotion:
Averill, J. R. & Nunley, E. P. (1992). Voyages of the heart: living an
emotionally creative life. New York: Free press.
Best regards
Noam Austerlits
Faculty of Architecture and Town Planning
Technion, Israel Institute of Technology
Haifa, 32000 ISRAEL
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