Pédagogie de la créativité : de l’émotion à l’apprentissage
Creativity has become a fashionable term used in several domains, in particular the professional, technological, economic, social ones, but not exclusively. The school doesn’t escape this contagion. The sociocognitive theory (Bandura, 1997/2007) and the approche multivariée (« multivariate approach ...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2013-09-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/174 |
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| Summary: | Creativity has become a fashionable term used in several domains, in particular the professional, technological, economic, social ones, but not exclusively. The school doesn’t escape this contagion. The sociocognitive theory (Bandura, 1997/2007) and the approche multivariée (« multivariate approach ») (Lubart, 2003) present theories which allow us to consider learning in a holistic and interdependent way where the cognitive dimension crosses the emotional, physiological and environmental ones through the elaboration of a creative device. Contrary to popular belief though (Craft, 2005; Robinson, 2011), creativity is not limited to the creation of products, but it is primarily a set of multiple processes. Moving from some empirical research data, this article provides some elements of analysis of the emotional process which takes place within the implementation of a creative device and presents some theoretical basis to develop a pedagogy of creativity in the language class in view of developing a translanguaging paradigm. |
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| ISSN: | 2271-6092 |