The relation between philosophy of creativity and education in the knowledge society

Author:

Molotokienė Ernesta1

Affiliation:

1. Klaipėda University

Abstract

The aim of the article is to reveal a fundamental relation between the philosophy of creativity and education in the knowledge society. Knowledge society as a special social space of modern society is formed in the middle of the 20th century with a new system of educational organizations, therefore training a knowledge worker who is able to be productive in a rapidly changing knowledge and technological environment is one of the main challenges of modern education. The contemporary philosophy of creativity has an important impact on education in knowledge society. The creative nature of learning determines the knowledge worker’s ability to achieve social, technical and technological innovations, while research work forms a dynamic competence and socio-economic performance. The article stresses that creativity remains one of the most important educational goals of knowledge society.

Publisher

Liepaja University

Subject

General Medicine

Reference16 articles.

1. Alvesson, M. (2006). Tomhetens triumf. Om grandiositet, illusionsnummer och nollsummesspel. [The triumph of emptiness: On grandiosity, illusion and games] Stockholm: Atlas.

2. Burnard, P. (2006). Editorial: Reflecting on the creativity agenda in education. Cambridge Journal of Education, 36(3), 313–318.

3. Carruthers, P. (2002). Human creativity. British Journal of the Philosophy of Science, 53, 225–249.

4. Compton, A. (2007). What does creativity mean in English education? Education 3–13, 35(2), 109–116.

5. Drucker, P. F. (1994). Knowledge work and knowledge society. The social transformation of this century. The 1994 Godkin Lecture. Available at http://www.ksg.harvard.edu/ksgpress/www/ksg_news/transcripts/drucklec.htm

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