This section focus on how learning and teaching/training
can promote knowledge and creativity. Evidence shows that, very often,
learners and trainees can memorize and reproduce information without
really comprehending it and, therefore, without transforming it in meaningful
and transferable knowledge. Literal information can be then encapsulated,
in an inert form, contributing neither for personal development nor
for social change. In the same way, certain contextual conditions can
still be an obstacle, instead of a promoter, to the educational construction
of knowledge, development of creativity and transformations of the societies.
The effort to facilitate meaningful, self-regulated
and collaborative learning (i.e. based on comprehension, critical thinking,
creativity, autonomy and cooperation) and an open teaching/training
for all (i.e. learner-centred, innovative and spread), can be an important
factor of personal development and social change, thus improving the
quality of people’s lives and of societies.
This section welcomes reflections, studies and suggestions that analyse
or can contribute to deal with these issues. Researchers, specialists
and practitioners from all the fields of education and training (e.g.
Psychology, Sociology, History, Philosophy, Curricular Studies, Pedagogy,
Educational Technology, Evaluation, Educational Management and Administration,
etc.) are welcomed to propose presentations.
Some topics that this section tries to address:
- Theoretical analysis of obstacles/problems/solutions for the promotion
of knowledge and creativity in education
- Descriptive examination of these issues (e.g. samples, situations,
scenarios, case-studies, etc.)
- Explicative investigation (e.g. factors, correlates, conditions,
etc.)
- Analysis of implications (e.g. personal and social consequences)
- Design/testing of educational conditions for knowledge and creativity
- Design/testing of strategies for promoting knowledge and creativity
in educational contexts
- Specific aspects related to previous topics (e.g. ICT, multiculturalism,
rural education, indigenous education, etc.)
Contributions can be in English or French and should be limited to
20 minutes.
Proposals of contributions should be sent to the section chair António
M. DUARTE, University of Lisbon, Portugal (antonio.duarte@fpce.ul.pt),
with the following topics (in Word format):
- Participants (names; place, institution)
- Topics of the contribution
- Abstract (max. 250 words)
- Email addresses of the contributors
- Short biographies of the contributors (max. 150 words)
