Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics

Abstract

Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and academic potential. The idea that programs of advanced academics have “two paths” (one for creativity and one for academic learning) needs to be replaced with a new metaphor, and appropriate pedagogical strategies need to be developed to support that new metaphor. In order to facilitate this process, educators will need to broaden their traditional conceptions of learning and creativity to include interpretive perspectives on learning and creativity. A new metaphor, intellectual estuary, illustrates the notion that streams of creative and academic interpretations can converge and thrive when educators in programs of advanced academic simultaneously support learning and creativity. Possible pedagogical strategies that utilize intellectual estuaries include exploratory talk and Socratic seminars.