As my research unfolds and I sift through all of my ideas, passions and digressions I return to the notion of creativity and how this characterizes my own learning and that of my students. What does it mean to be creative and to allow that to guide our learning? Giving yourself permission to let the “What if?” questions lead your research and your exploration of ideas is powerful. But it also comes with some trepidation. Researching in a new space that has no boundaries, rules or processes can be dynamic but also challenging. Similarly, placing this idea in the classroom and giving young people permission to learn creatively unleashes unfounded possibilities and problems. Creativity can look messy. Creativity is powerful.
In a recent paper Dr Julie Robson and Teya Dusseldorp (2015) reflect on Creative Learning and how it has the capacity to bring about powerful change. They outline key behaviors that Creative Learning seeks to encourage:
“asking questions, making connections, imagining what might be, exploring options and reflecting critically”. Seeding these habits grows more than just a love of (life long) learning. In stimulating imagination and curiosity other capacities are discovered and strengthened too, like the ability to tolerate ambiguity, to take risks, to think independently and emphatically, and to be resilient, collaborative and resourceful. Add in some top rate digital skills and, according to much of the research, you’ll have what it takes to navigate the complexities and uncertainty of the 21st century environment, a readiness for unpredictable futures.”