NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1006696
Record Type: Journal
Publication Date: 2013-Feb
Pages: 6
Abstractor: ERIC
Reference Count: 12
ISSN: ISSN-0013-1784
Connecting Creativity to Understanding
Hetland, Lois
Educational Leadership, v70 n5 p65-70 Feb 2013
Students walk into their 7th grade history classroom where they've been studying the colonial period in America. But what they see in class today looks more like an art studio than a place for research. Students had to interpret what they were seeing, as people do when they observe a historical event. Are these students developing new ways of thinking about and understanding history? Are they acquiring creativity of the sort worth developing, either in general or for budding historians--and who decides? Schools often seem to default to a vision of education as knowledge acquisition, which the fervor for testing has only exacerbated; students "succeed" when they can reproduce knowledge on demand from memory. No one should belittle the importance of knowledge--it's an essential component of wisdom and raw material for constructing what society needs and values. But if education focuses primarily on knowledge acquisition, students are unlikely to learn to behave as democratic citizens must--that is, as active, informed, ethical participants in shaping collective futures. (Contains 1 endnote.)
ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A