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UBC Theses and Dissertations
Technology and creativity in the 21st century : a philosophical narrative of an arts educator LaMonde, Anne-Marie R.
Abstract
This thesis is an exploration of the relationships that potentially exist between technology and creativity with the purpose of addressing one of the greatest conundrums in the classroom, namely, the nurture, assessment, and evaluation of creativity in a technologically rich environment. Addressing those relationships is believed to be the first step toward solving problems inherent of pedagogy, but must be preceded by a shared (i.e., general) understanding of both phenomena. It is believed, however, that the development of an understanding is constrained by the theoretical gap that exists between viewing the general natures of those phenomena. Existing studies on technology and creativity, both quantitative and qualitative, have resulted in an increase in knowledge that is principally 'particular' and brimming with variables. The abundance of particular knowledge, however, conceals the possibility of a 'general' theory that may reveal the essential characters of either phenomenon. Touching on historical research and problems inherent of pedagogical means that focus on technology or creativity, the writer attempts to demonstrate the need for a theoretical understanding. Moreover, a personal narrative is interwoven to reveal several troublesome dialogues (i.e., constructivism and postmodernism) that impede further research in creativity and technology. McLuhan's inherent notions of medium and message offer a new lens from which to view media generally and, as such, may serve to address the classic paradoxes of dualities: mind/body, concrete/abstract, percept/concept, theory/praxis, and figure/ground. Additionally the significance of the work undertaken by L.S. Vygotsky and his student, A.R. Luria on language and cognition is reviewed. From that perspective, a metaphorical comparison is made to technology and creativity, respectively. The core relationship between technology and creativity is philosophically interpreted, if not the same as, similar to the relationships arising from such paradoxes as medium/message and art/science.
Item Metadata
Title |
Technology and creativity in the 21st century : a philosophical narrative of an arts educator
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
2002
|
Description |
This thesis is an exploration of the relationships that potentially exist between technology
and creativity with the purpose of addressing one of the greatest conundrums in the classroom,
namely, the nurture, assessment, and evaluation of creativity in a technologically rich
environment. Addressing those relationships is believed to be the first step toward solving
problems inherent of pedagogy, but must be preceded by a shared (i.e., general) understanding of
both phenomena. It is believed, however, that the development of an understanding is
constrained by the theoretical gap that exists between viewing the general natures of those
phenomena. Existing studies on technology and creativity, both quantitative and qualitative, have
resulted in an increase in knowledge that is principally 'particular' and brimming with variables.
The abundance of particular knowledge, however, conceals the possibility of a 'general' theory
that may reveal the essential characters of either phenomenon. Touching on historical research
and problems inherent of pedagogical means that focus on technology or creativity, the writer
attempts to demonstrate the need for a theoretical understanding. Moreover, a personal narrative
is interwoven to reveal several troublesome dialogues (i.e., constructivism and postmodernism)
that impede further research in creativity and technology. McLuhan's inherent notions of
medium and message offer a new lens from which to view media generally and, as such, may
serve to address the classic paradoxes of dualities: mind/body, concrete/abstract,
percept/concept, theory/praxis, and figure/ground. Additionally the significance of the work
undertaken by L.S. Vygotsky and his student, A.R. Luria on language and cognition is reviewed.
From that perspective, a metaphorical comparison is made to technology and creativity,
respectively. The core relationship between technology and creativity is philosophically
interpreted, if not the same as, similar to the relationships arising from such paradoxes as
medium/message and art/science.
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Extent |
14844953 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-08-13
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0090237
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2002-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.