| Popis: |
The paper seeks to warrant the authors' claim that creative capacity building can, at least in substantive part, be made visible through empirical processes of inquiry. To do so, the authors present methodologies and findings from two research projects they have conducted into creative capacity building, the first of which tracks student networking capacity and the second of which identifies cognitive playfulness as a creative learning disposition. The findings are argued to be instances of relevant evidence gathering in terms of warranting 'teaching-forcreativity' claims. By making student networking activities visible, and by examining cognitive playfulness as a learning disposition, the authors point to new uses for digital tools, not just as a means for disseminating information or storing it, but for designing smarter pedagogical processes and smarter processes of inquiry into the sorts of thinking and doing that constitute creative capacity. |
