Creativity and Innovation from the Perspective of Education

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Creativity and Innovation from the Perspective of
Education

• Lisbon Conference 2007 Creativity and Innovation
  - Development of Key Competences from the
  Perspective of Schools and Employers
• 27 September 2007
  Michael Wimmer

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Why talking about creativity and innovationIn
the interests of the (old) industrial economy and
of academic achievement, we have succumbed to a
partial form of education. We have vasted and
even destroyed a great deal of what people had to
offer because we couldnt see the value of it.
Therefore we need a new conception of human
resources. This is what the ideas about
creativity are pointing at. It is fundamentally
a question of ecology.

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When talking about creativity..we talk about
social inclusionThere are many misconceptions
about creativity. Creativity is not a separate
faculty that some people have and others do not.
It is a function of human intelligence.we talk
about school development Creativity is a
balance between freedom, authority, skill and
speculation. It can be taught, but you have to
loosen up the system to let it happen. You cant
have creative learning without creative
teaching. we talk about diversity in
democratic societiesCreativity is the freedom
to constantly see things from a different
perspective.
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The European Year of Creativity and Innovation
through Education and Culture in 2009The aim is
to promote creativity as a driver for
innovationand as a key factor for the
development of personal, occupational and social
competences and the well-being of all individuals
in society. Education and training systems
should cater sufficiently and at all appropriate
levels for the development of key competences to
support creativity and innovation. Creativity
is considered as an ability needed to permit
autonomous thought and independent behaviour,
with a view to reaching innovative and original
solutions in personal, occupational and social
life.Creativity and innovation should be
promoted in the perspective of "lifelong and
lifewide" learning and participation. Taking as
a reference the Recommendation of the European
Parliament and of the Council of 18 December 2006
on key competences for lifelong learning
(2006/962/EC), in particular the competences
regarding "sense of initiative and
entrepreneurship" and "cultural awareness and
expression.
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The Year should highlight the following factors
which can contribute to the promotion of
creativity and innovation - providing an
environment which stimulates innovation,
flexibility and adaptability to a rapidly
changing world and creative management of
diversity. All forms of innovation, including
non-technological innovation should be
taken into account- providing an environment
which stimulates aesthetic sensitivity, emotional
development, lateral thinking and intuition
and which fosters creativity in all children
from the earliest stages of development,
including pre-school care- fostering creativity
as a competence which is transferable to a
variety of occupational contexts - broadening
access to culture and reducing disparities in
access particularly during an individual's most
formative years, so that the personal development
of some children is not hindered
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continuing opportunities for participation in
various forms of cultural, artistic and creative
self-expression throughout formal education, in
keeping with each individual's capacities-
equipping people to improve their career
opportunities in all areas where creativity and
innovation play an important role developing
creativity through non-formal and informal youth
activities- encouraging those who are no longer
in the labour market to develop their creative
potential for personal fulfilment- encouraging
openness to cultural diversity as a means of
fostering intercultural communication and
artistic cross-fertilisation.
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What has happened up to now- 1998 Conference
A Creative Culture in Bregenz during the
Austrian EU- Presidency- 2001 Conference
A Must or a Muse in Rotterdam - Since 2001
Culture-School-Network of civil servants from
education and cultural administrations-
2006 Recommendation of the European Parliament
and of the Council of 18 December 2006 on
key competences for lifelong learning
(2006/962/EC) - 2006 Conference Cultural
Education in Europe A Contribution for
Creativity, Participation and Innovation
during the Austrian EU-Presidency
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What will happen next- From 2007 European
Portal on Arts and Cultural Education- 2008
European Year of Intercultural Dialogue - 2009
European Year of Creativity and Innovation
through Education and
Culture- 2010 Follow-up of the Lisbon Agenda
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Some positive examples- Creative
Partnerships/England- Kulturelle and
Kunstsinnige Forming/The Netherlands- KACES
Korean Arts and Cultural Education Service-
Austrian Culture Service/KulturKontakt Austria
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Some research results - UNESCO World Conference
on Arts Education, 2006 in Lisbon (The UNESCO
Road Map)- The WOW-Factor Global Research
Compendium on the Impact of the Arts in
Education, 2006 - French Ministry of Education
and French Ministry of Culture The Impact of
Arts and Cultural Education, 2007 Paris-
Creative Partnerships ofsted - initiative and
impact- Brain research, Fe Project Zero/Howard
Gardner/Ellen Winner Multiple intelligences
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What research made evident Learning in the arts
Learning by the arts Intrinsic and extrinsic
effects- Creative Development Partnerships
between schools and cultural institutions are
effective in developing in pupils attributes
of creative people- Applying Creativity
Cultural education enables the development of
good personal and social skills (effective
collaboration, maturity in their relationship
with adults,)- Young Professionals A
significant number of pupils were motivated to
work directly in the creative industries-
Standards Achieved Students improved in
achievment in areas such as literacy, numeracy
and information and communication
technology- Personal Development and
Well-Being Improvement of pupils motivation to
actively take part- Sustaining and Achieving
Arts and Cultural Education has long lasting
effects (Fe in changing cultural attitudes)
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The Austrian CaseReport Diversity and
Cooperation Cultural Education in Austria-
taking the actors (teachers, artists, mediators,
parents) seriously- towards a strategic
approach(joint cultural and education policy
approach) - from theory to practice (as
documents already exist without implementation
of policies)- a new culture of teaching and
learning- a new quality of cooperation between
schools and cultural institutions-
improvement of qualitative aspects
(documentation, qualification,
evaluation,.)- fostering public interest
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Recommendations- from input to output
orientation leadership and management- further
development of the curricula- organisation of
partnerships- documentation, monitoring and
evulation- international exchange and
cooperation (European Portal on Arts and
Cultural Education)
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Creativity is core, not peripheral.Creativity
is about thinking, not just about feelings
(observation, envision, expression,
reflection).Creativity is another way to
understand the world, as important as the
scientific way.Creativity cultivates habits of
mind, not just craft.
Thank you for your attention!