Trust Creativity; Create Trust

Alexandra PittFaith Dillon-Lee

Academic Writing and Language, LDU

Our Dynamic:

Criticality

Creativity

“Education is the kindling of a flame, not the filling of a vessel” – Socrates

Do you agree with this statement? What does it mean?

…And yet there are many ways in which the flame is extinguished.

Education

Creative Writing Creative Arts Creative Problem Solving Creative Non-Fiction Creative Solution Creative Technology Creative Argument* Creative Method Creative Approach* Creative Talent Creative __________

Collocations

What does creativity mean to you?

ImaginationOriginality TalentInspirationWorld Changing

Connotation

HistoricalCulturalSociological Psychological

Barriers to Creativity

Creativity can change the…

Local or Personal

Domain or context

The World

Jackson and Sinclair, 2006

“Relocalisation” of Language and ThoughtThe Reverend on Ice….

Education

Transference

Democracy

Reflection

Oppression

Dialogue

What’s the connection?

Pennycook (2010:26) states that:

“..much of what has been taken for granted about language, society and mind has

derived from an intellectual tradition that has emphasized structure and system

rather than activity and practice”

The Trap

a. “… but I am not very creative” b. “Am I allowed to do that?” c. “Is that it? I thought it was much more

complicated than that”d. “How did you score more than me on

creativity? I am supposed to be the creative one”

e. “…but that was so obvious”f. “How am I supposed to be creative when I

am just a learner?”

Some Quotes from Students

Nurturing Adaptation Unlocking Perspectives Synthesis Experimenting Noticing

Encouraging Creativity is about:

MacDonald, 2010

Brookfield’s Reflective LensesMayer’s et al’s Trustworthiness

Paolo Freire’s philosophyLocal and Personal Experience

Communications ExpertiseAlistair Pennycook’s Relocalistion

Communication Strategies to create trust

Application and Synthesis

New Lenses: Communication

Communication:Reception and Production

Creativity

Conditions for

CreativityTransmission of Creativity

New Lenses: Trust

Do you agree with this diagram? Why/Why not?

Trust, Communication & Creativity

CreativityTrust:

Self Trust: Peers

Lecturers

Conditions Transmission

Trustworthiness

Benevolence

Ability

Integrity

Self

Peers

Lecturers

Case Scenarios

Mayer, R, Davis, J, & Schoorman F, (1995),

Who Integrity Benevolence

Ability

The Self Known Known OverconfidenceUnderconfidence

Peers Perceived Perceived OverjudgedUnderjudged

Lecturers Assumed Perceived Mostly Overjudged

Impact of Trustworthiness for Students in Higher Education

Explicitly tackle creativity myths Say “Yes”, but raise questions Ask for reformulation Elaborate student contributions with

evidence Use open questioning Encourage disagreement but also

encourage withholding judgement. Trust the students with your own limitations

Communication Strategies

Get students on their feet Play ‘games’ Use their schemata – make it real! Ask ‘Why?’ Be yourself – be human! Question yourself Question your students Play music

Trust Building: Change the energy!

Where would you take this now?

Conclusion?

Brookfield, S. (1995), Becoming a Critically Reflective Teacher, San Francisco, Josey-Bass

Freire, P. (1992) Pedagogy of Hope, (translated by R.R. Barr), London, UK: Continuum

Jackson, N., and Sinclair, C. (2006), ‘Developing Students’ creativity: searching for an approprate pedagogy’ in Jackson, N., Oliver, M., Shaw, M., and Wisdom, J. Developing Creativity in Higher Education: An Imaginative Curriculum, Abingdon: Routeledge

MacDonald, K. (2010) One Red Paperclip http://oneredpaperclip.blogspot.co.uk/2010/10/best-fortune-ever.html, accessed 1st July 2014

Mayer, R., Davis, J., and Schoorman, F., (1995), ‘An Integrated Model of Organizational Trust’, Academy of Management Review, 20(3), 709-734

Pennycook, A. (2010), Language as a Local Practice, Oxford, UK: Routeledge

References