Teacher Education Futures: Developing learning and teaching in ITE across the UK

A selection of papers from the Teacher Education Futures conference 2006

Exploring the Intersection Between Psychedelics and The 4 P’s of Creativity

Psychedelics are extremely multifaceted and complex hallucinogenic compounds that induce an altered state of consciousness and can have a wide range of effects. The outcomes of one’s psychedelic experience are largely dependent on what’s known as “set and setting.” The purpose of this project is to make an argument that the lens through which we look at and explore psychedelics matters. Currently the primary lens through which Western culture is exploring exploring psychedelics is through the lens of reducing mental illness. When we look at the existing scientific research that focuses on psychedelics as a treatment for mental illness, and we re-read this literature through the lens of deeply understanding creativity research, one can make a strong argument that the same reasons that psychedelics help to treat depression or addiction, for example, are the same underlying mechanisms for which psychedelics can help to foster greater creative thinking. This project makes a case that despite the lack of scientific research explicitly exploring the connection between psychedelics and creativity, we can start to highlight and connect hidden dots that make an argument that psychedelics can indeed enhance various aspects of creativity. This project specifically explores how psychedelics relate to the 4 P’s of Creativity. Through this project and the review of the existing literature, I came to understand that the very core overlap between psychedelics and creativity is a mode of cognition called unconstrained cognition, strengthening my understanding of how psychedelic experiences can support the multifaceted nature of creativity. I believe this to be the next frontier in psychedelic research because it’s essentially the second half of the same equation of mental health. I consider the curriculum I am developing to be like a helpful roadmap for both psychedelic preparation and integration, specifically for leaders who want to not only develop their leadership skills but who also want to develop their capacities to think more creatively

A Micro-Ethnographic Study of Creative Behavior of Title 1 Urban Art Students: How do Context, Collaboration and Content Play a Role in the Development of Creativity?

abstract: Through the disciplines of art education, anthropology and psychology the researcher examined research-based traits and characteristics of the creative process among a second year Title 1 urban high school art class. Within the theoretical framework of social justice, this micro-ethnographic study explored exactly what teaching and learning to be creative implies and proposes a potential resolution for art teachers learning how to enhance teaching children how to think creatively. The research proposition is that student creativity occurs as a function of a series of interrelated factors including a nurturing classroom context, strong teacher-student dialogue, strategic questioning, purposeful incorporation of visual culture, and manipulation of content in favor of student interests within the culturally situated context of the art classroom. Navigating teacher-student relationships at moments of creative origination produced results indicating that the art teacher alone is the single most influential factor for enhancing creative outcomes in a classroom. Through incorporation of a variety of collaborative activities and comparative analysis of dissimilar content-driven projects generated evidence that artistic skills and creativity do not necessarily go hand-in-hand. The study finds that the artworks produced evidence based nuances of the creative traits of originality, fluency, flexibility, and elaboration in which profoundly varied in character depending on the content and the context. The study concludes that creativity cannot be strictly taught or learned, but rather that it can be enhanced through teacher nurturing and manipulation of content to encompass a socially intelligent uptake in the culture of art-making. Broader implications are suggested focusing on the significance of creative education and the impact it can have for educational systems, schools and undergraduate programs in art education. The researcher proposes an art education curriculum model that fosters both creative thinking and the unique learning needs of Title 1 urban students. The curriculum suggests the art teacher begin initial instruction by teaching students about the traits, characteristics and obstructions of creativity prior to teaching artistic skills sets to serve as a foundation of creative awareness from the start.Dissertation/ThesisPh.D. Curriculum and Instruction 201

Building Resilience with Creativity: A Reflective Card Deck Prototype

The increasing complexity and adversity in today\u27s world emphasize the need for resilience as a critical skill to navigate these challenges. The World Economic Forum identifies resilience, stress tolerance, and flexibility as essential skills for thriving in the 21st century. But how can we intentionally develop resilience? Through this project, I explore the relationship between creativity and resilience and how creativity skills can be deliberately cultivated to build resilience. To achieve this, I developed a prototype of a reflective card deck that offers a unique approach to help individuals gain knowledge, make connections, explore their relationship with the skill, and practice the creativity skills. This tool is a practical and engaging way to build a reservoir of skills that can be drawn upon when facing adversity, empowering individuals to unlock their full potential and bounce back in the face of challenges. Creativity could be the superpower, allowing us to see beyond adversity and explore a world of endless possibilities