İnovasyon, Yaratıcılık ve Eğitim

Yıl 2017, Cilt: 5 Sayı: 4, 409 - 422, 01.01.2017

Işıl Kıroğlu

Öz

Mikro boyutta gelişimin öncü konularından kabul edilen inovasyon ve yaratıcılık sadece örgütün varlığını sürdürmesi için değil, toplumsal gelişim için de önemli katkılar sağlamaktadır. Makro boyuttaki önemi ele alındığında inovasyon, ekonomik üstünlük sağlamanın yolunu açmaktadır. İnovatif sonuçlara ulaşmanın yolu ise yaratıcı işgücü yetiştirmekten geçer. Bundandır ki araştırmacılar, bireysel yaratıcılığa etki eden faktörleri tanımlamaya odaklanmışlar ve yoğun bir şekilde yaratıcılık ve inovasyonun eğitim ile olan ilişkisini araştırmaya ilgi duymuşlardır. J. P. Guilford 1950 , Amerikan Psikoloji Derneği’nin açılış konuşmasında okulların neden daha yaratıcı bireyler yetiştirmediğine değinmiş ve bu alana olan ilgiyi başlatmıştır. Eğitim, yaratıcılık ve inovasyon; bireysel iş rollerini, takımları, örgütleri ve hatta ülkeleri arzu edilen durumlara taşımayı kolaylaştıran psikolojik süreçlerdir. Bu çalışmanın amacı inovasyon ve yaratıcılığın eğitimle ilişkisini ortaya koymaktır. Ek olarak yaratıcı eğitim, öğretmen/öğretim elemanlarının yaratıcı öğrenmedeki rolü ve Küresel İnovasyon Endeksi’nin konuyla ilgili verilerine değinilmektedir. Bu kavramsal çalışmanın sonucunda, bireyler için inovasyon koşullarını hazırlamanın yaratıcı öğrenme ve öğretmekten geçtiği ortaya çıkmakta olup konuyla ilgili uygulamalı araştırmaların yapılması önerilmektedir.

Anahtar Kelimeler

İnovasyon Yaratıcılık Yaratıcı Öğrenme İnovatif Öğretme

Innovation, Creativity and Education

Öz

Innovation and creativity that is considered one of the pioneers in the development of micro issues do not only contribute to maintaining the organization's existence, but also provide important contributions for social development. Innovation makes the way for providing economic superiority, considering that macro dimension. The way to achieve innovative results is through training creative labor. Hence, researchers have focused on identifying the conditions that influence individual creativity and have been increasingly interested in the relation of innovation and creativity to education. J. P. Guilford 1950 in his opening speech of the American Psychological Association has touched on why schools are not training more creative individuals and has fired up the interests in the area. Education, creativity, and innovation are psychological processes that facilitate the transformation of individual work roles, teams, organizations and even countries into desired results. The purpose of this study is to demonstrate the relationship of education with creativity and innovation. Additionally, it is mentioned about creative education, the role of teachers/lecturers in creative learning and The Global Innovation Index. As a result of this conceptual study, it is emerged that preparing the conditions of innovation for the individuals leads to creative learning and teaching, and it is suggested to carry out practical researches related to this topic

Anahtar Kelimeler

Innovation Creativity Creative Learning Innovative Teaching

Kaynakça

• Amabile, T.M. & Pillemer, J. (2012). Perspectives on the social psychology of creativity. Journal of Creative Behavior, 46 (1), 3-15.
• Amabile, T.M., Barsade, S.G., Mueller, J.S. & Staw, B.M. (2005). Affect and creativity at work. Administrative Science Quarterly, 50, 367–403.
• Amabile, T.M. (1996). Creativit and innovation in organizations. Harvard Business School Background Note, 396-239.
• Beghetto, R. A. (2005). Does assessment kill student creativity? The Educational Forum, 69, –263.
• Burnard, P. (2006). Reflecting on the creativity agenda in education. Cambridge Journal of Education, 36, 313-318.
• Colley, H., James, D. Tedder, M. & Diment, K. (2003). Learning as becoming in vocational education and training: class, gender and the role of vocational habitus. Journal of Vocational
• Education and Training, 55 (4), 471-496. Craft, A. (2005). Creativity in schools: Tensions and dilemmas. New York: Routledge.
• Craft, A. (2001). An analysis of research and literature on creativity in education.
• Qualifications and Curriculum Authority, 1-37. Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. London: Routledge.
• Craft, A. (1999). Creative development in the early years: Some implications of policy for practice. The Curriculum Journal, 10 (1), 135 - 150.
• CSRE - Swiss Coordination Centre for Research in Education (2010). Swiss Education Report. http://www.skbf-csre.ch/fileadmin/files/pdf/bildungsmonitoring/Education_Report_2010.pdf
• Daft, R. L. (1978). A dual-core model of organizational innovation. Academy of Management Journal, 21, 193–210.
• Damanpour, F. (1991). Organizational innovation: A meta-analysis of effect of determinants and moderators. Academy of Management Journal, 34 (3), 555-590.
• Damanpour, F. Y & Gopalakrishnan, S. (1998). Theories of organizational structure and innovation adoption: the role of environmental change. Journal of Engineering and Technology Management, 15, 1-24.
• Damanpour, F. & Wischnevsky, J.D. (2006). Research on organizational innovation: Distinguishing innovation-generating from innovation-adopting organizations. Journal of Engineering and Technology Management, 23, 269–291.
• Dickhuit, http://www.personalityresearch.org/papers/dickhut.html (2003). A brief review of creativity.
• Düren, Z. (2000). 2000’li yıllarda yönetim. Alfa Basım Yayın Dağıtım, İstanbul.
• EC. (2008). Lifelong learning for creativity and innovation. A background paper: Slovenian EU Council http://www.sac.smm.lt/images/12%20Vertimas%20SAC%20Creativity%20and%20innovation %20-%20SI%20Presidency%20paper%20anglu%20k.pdf in
• Esquivel, G. B. (1995). Teacher behaviours that foster creativity. Educational Psychology Review, 7 (2), 185-202.
• Fasko, D. (2001). Education and creativity. Creativity Research Journal, 13 (3 & 4), 317-327.
• Ferrari, A., Cachia, R. & Punie, Y. (2009). Innovation and creativity in education and training in the eu member states: Fostering creative learning and supporting innovative teaching. European ftp://ftp.jrc.es/pub/EURdoc/JRC52374_TN.pdf Joint Research Centre Technical Notes.
• Florida, R. (2012). The rise of the creative class. New York: Basic Books.
• Ford, C. M. (1996). A theory of individual creative action in multiple social domains.
• Academy of Management Review, 21, 1112–1142.
• Fryer, M. (2003) Creativity across the curriculum: A review and analy-sis of programmes designed to develop creativity. Qualifications and Curriculum Authority, London.
• Cornell University, INSEAD, and WIPO (2013). In Dutta S. and Lanvin B. (eds). The Global
• Innovation Index 2013: The Local Dynamics of Innovation, Geneva, Ithaca, and Fontainebleau. https://www.globalinnovationindex.org/userfiles/file/reportpdf/GII-2013.pdf
• Grainger, T. & Barnes, J. (2006) Creativity in the Primary Curriculum in J. Arthur, T.
• Grainger and D. Wray. (eds.) Learning to Teach in the Primary School, London: Routledge. 209- Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.
• Heunks, F.J. (1998). Innovation, Creativity and Success. Small Business Economics, 10, 263-272.
• Heylighten, F. (2012). Gifted People and Their Problems. Davidson Institute for Talent
• Development, 1-2. http://pespmc1.vub.ac.be/Papers/GiftedProblems.pdf Hitt, M., Keats, B. & DeMarie, S. (1998). Navigating in the new competitive landscape:Building strategic flexibility and competitive advantage in the 21st century. Academy of Management Executive, 12 (4), 22-42.
• Hyvärinen, L. (1990). Innovativeness and its Indicators in Small- and Medium Sized Industrial Enterprises. International Small Business Journal, 9 (1), 64-79.
• Kaufman, J.C. & Beghetto, R.A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13 (1), 1 – 12.
• Kearney, R.C., Feldman, B.M. & Scavo,C.P.F. (2000). Reinventing government: City manager attitudes and actions. Public Administration Review, 60 (6), 535–547.
• Kim, K.H. (2006). Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18 (1). 3 – 14.
• Loveless, A.M. (2007). Creativity, technology and learning – a review of recent literature (No. update). Futurlab. www.futurelab.org.uk/litreviews
• McLean, L.D. (2005). Organizational culture’s influence on creativity and innovation: A review of the literature and implications for human resource development. Advances in
• Developing Human Resources, 7 (2), 226-246. NESTA (2009). Barriers to the realisation of creative ideas. UK: National Endowment for Science,
• Technology and the Art. Ng, A. K. (2002). The development of a new scale to measure teachers’ attitudes toward students (TATS). Educational Research Journal, 17 (1), 63 -77.
• O'Donnell, S. and Micklethwaite, C. (1999). International review of curriculum and assessment frameworks. Thematic probe. Arts and creativity in education: An international perspective.
• Qualifications and Curriculum Authority, London. OECD. (2005). Oslo Manual: Guidelines for collecting and interpreting technological innovation data. www.oecd.org/sti/inno/2367580.pdf of Scientific and Technological Activities.
• Oldham, G. R., & Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39, 607–634.
• Oral, G. (2006). Creativity of Turkish prospective teachers. Creativity Research Journal, 18, 65
• Parkhurst, H. (1999). Confusion, lack of consensus, and the definition of creativity as a construct. Journal of Creative Behavior, 33, 1-21
• Rank, J., Pace, V.L. & Frese, M. (2004). Three avenues for future research on creativity, innovation, and initiative. Applied Psychology: An International Review, 53 (4), 518 –528.
• Runco, M. A. (1990). The divergent thinking of young children: Implications of the research.
• Gifted Child Today (GCT), 13 (4), 37-39. Shaheen, R. (2010). Creativity and education. Creative Education, 1 (3), 166-169
• Shalley, C. E. (1991). Effects of productivity goals, creativity goals, and personal discretion on individual creativity. Journal of Applied Psychology, 76, 179–185.
• Shalley, C.E. & Gilson, L.L. (2004). What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly, 15, 33–53.
• Sharp, C. (2004). Developing young children's creativity: What can we learn from research? Topic, 32, 5-12.
• Sharp, C. & Le Métais, J. (2000). The arts, creativity and cultural education: An international perspective. Qualifications and Curriculum Authority, London.
• Simplicio, J. S. C. (2000). Teaching classroom educators how to be more effective and creative teachers. Education, 120 (4), 675-680.
• Tan, C. (2006). Creating thinking schools through knowledge and inquiry: The curriculum challenge for Singapore. The Curriculum Journal, 17, 89-105.
• Tanner, D. (2007). The creativity – innovatiın connection. Current Issues in Technology Management, 11 (1), 6-9.
• The Economist Intelligence Unit. (2013). A new ranking of the world’s most innovative countries. http://graphics.eiu.com/PDF/Cisco_Innovation_Complete.pdf Intelligence Unit report sponsored by Cisco.
• Turner-Bisset, R. (2007). Performativity by stealth: A critique of recent initiatives on creativity. Education 3-13, 35, 193- 203.
• Walker, Richard M. 2008. An empirical evaluation of innovation types and organizational and environmental characteristics: Towards a configuration approach. Journal of Public
• Administration Research and Theory, 18 (4), 591–615. Wolfe, R. A. (1994). Organizational Innovation: Review, Critique and suggested research directions. Journal of Management Studies, 31 (3), 405-431.
• Zhou, J. (1998). Feedback valence, feedback style, task autonomy, and achievement orientation: Interactive effects of creative performance. Journal of Applied Psychology, 83, 261–