The principles and techniques of design education have begun to influence art education in the United States, but their effect so far has been modest, primarily because of a gaping divide in beliefs about creativity and how to stimulate it. With K–12 art education on the chopping block of a culture awash with budget cuts and testing fever, this is a particularly a significant time to examine these disparate conceptions. The argument here is that the division that exists today between pre‐K–12 art education and design education in the United States is not justified and ignores historical perspective. After describing and comparing the two approaches, we examine how conceptions of creativity in the visual arts may have led to this artificial separation of similar disciplines. Because educators in many countries grapple with defining and implementing creative art education curricula, this article will consider international perspectives that offer insights for American art educators. 相似文献
On the basis of the ACA Code of Ethics (American Counseling Association [ACA], 2014) and ACA‐endorsed competencies, the ability to address spirituality and religion is a recommended skill set of counselors. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) addresses the “spirit” in the standards; however, in the training of students, additional focus could be placed on this competency. The authors introduce expert‐reviewed standards to be considered as a 9th core curriculum area of the CACREP Standards (CACREP, 2015 ) titled Spirituality and Religion . 相似文献
This study examined the differences in mental health and substance use by gender and across education levels of 634 American Indians from 4 eastern tribes. Multivariate analysis of variance indicated that men self‐rated significantly better mental health but binge drank and used illicit drugs more often compared with women. Participants with a post–high school degree had significantly better mental health than those without a high school diploma. As education increased, cigarette smoking significantly decreased. Implications for culturally appropriate interventions are discussed. Este estudio examinó las diferencias en salud mental y abuso de sustancias entre distintos sexos y niveles de educación de 634 indios americanos de 4 tribus del este. El análisis multivariante de la varianza indicó que los hombres autoevaluaron su salud mental como significativamente mejor, pero consumían alcohol en exceso y usaban drogas ilícitas con más frecuencia que las mujeres. Los participantes con un grado superior a la enseñanza secundaria tenían una salud mental significativamente mejor que aquellos que no terminaron la enseñanza secundaria. A niveles educativos mayores, la incidencia de fumadores disminuyó significativamente. Se discuten implicaciones para intervenciones culturalmente apropiadas. 相似文献
Abstract This paper proposes the applicability of object relations psychoanalytic conceptions of dialogue (Ogden, 1986Ogden, T.1986. The matrix of the mind, London: Karnac. [Google Scholar], 1993Ogden, T.1993. “On potential space”. In In one's bones: The clinical genius of Winnicot, Edited by: Goldman, D.Northvale, NJ: Jason Aaronson. [Google Scholar]) to thinking about relationships and relational structures and their governance in universities. It proposes that:
the qualities of dialogic relations in creative institutions are the proper index of creative productivity; that is of, as examples, ‘thinking’ (Evans, 2004Evans, M.2004. Killing thinking: The death of the universities, London: Continuum. [Google Scholar]), ‘emotional learning’ (Salzberger-Wittenburg et al., 1983Salzberger-Wittenburg, I., Henry, G. and Osborne, E.1983. The emotional experience of learning and teaching, London: Routledge. [Google Scholar]) or ‘criticality’ (Barnett, 1997Barnett, R.1997. Higher education: A critical business, Buckingham: Open University Press. [Google Scholar]);
contemporary institutions' explicit preoccupation in assuring, monitoring and managing creative ‘dialogue’ can, in practice, pervert creative processes and thoughtful symbolic productivity, thus inhibiting students' development and the quality of ‘thinking space’ for teaching and research.
In this context the paper examines uncanny and perverse connections between Paulo Freire's (1972Freire, P.1972. Pedagogy of the oppressed, London: Penguin. [Google Scholar]) account of educational empowerment and dialogics (from his Pedagogy of the oppressed) to the consumerist (see, for example, Clarke & Vidler, 2005Clarke, J. and Vidler, E.2005. Creating citizen-consumers: New labour and the remaking of public services. Public Policy and Administration, 20: 19–37. [Google Scholar]) rhetoric of student empowerment, as mediated by some strands of managerialism in contemporary higher education. The paper grounds its critique of current models of dialogue, feedback loops, audit and other mechanisms of accountability (Power, 1997Power, M.1997. The Audit Society: Ritual's of verification, Oxford: Oxford University Press. [Google Scholar]; Strathern, 2000Strathern M.Audit cultures: Anthropological studies in accountability, ethics and the academyLondonRoutledge2000[Crossref], [Google Scholar]), in a close analysis of how creative thinking emerges. The paper discusses the failure to maintain a dialogic space in humanities and social science areas in particular, exploring psychoanalytic conceptions from Donald Winnicott (1971Winnicott, D. W.1971. Playing and Reality, London: Routledge. [Google Scholar]), Milner (1979Milner, M.1979. On not being able to paint, New York: International Universities Press. [Google Scholar]), Thomas Ogden (1986Ogden, T.1986. The matrix of the mind, London: Karnac. [Google Scholar]) and Csikszentmihalyi (1997Csikszentmihalyi, M.1997. Creativity, New York: Harper Perennial. [Google Scholar]). Coleridge's ideas about imagination as the movement of thought between subjective and objective modes are discussed in terms of both intra- and inter-subjective relational modes of ‘dialogue’, which are seen as subject to pathology in the pathologically structured psychosocial environment. Current patterns of institutional governance, by micromanaging dialogic spaces, curtail the ‘natural’ rhythms and temporalities of imagination by giving an over-emphasis to the moment of outcome, at the expense of holding the necessary vagaries of process in the institutional ‘mind’. On the contrary, as this paper argues, creative thinking lies in sporadic emergences at the conjunction of object/(ive) outcome and through (thought) processes. 相似文献