This document discusses a method for fostering creativity in schools through a transdisciplinary approach to pedagogical innovation. It emphasizes collaborative planning among teachers and outlines principles for effective knowledge transfer, highlighting the importance of revealing tensions, considering multiple perspectives, and establishing relationships. A quasi-experimental study is referenced, demonstrating significant improvements in students' learning outcomes when taught by teachers trained in creativity-enhancing methodologies.

1. a pren der para crear
Método para un trabajo transdisciplinario de innovación
pedagógica en la escuela
L earning to be cr eative
A method for pedagogic innovation in the school.
Isidora Mena Edwards
Psicóloga y Dra. en Ciencias de la Educación
Universidad Católica de Chile

2. L
School
earning to be cr
Method
a. Develop creativity by understand knowledge
b. As a collaborative planification
Research
eative
•
•

3. 1. School

4. Inhibiting creativity

5. Fostering creativity

6. Transform in to a creative school
Enseñanza en
2 sala de clases
Teaching in the classroom
Gestión escolar: organización como comunidad
1 de aprendizaje y creatividad
School’s Managment: towards a comunity of learning and creativity

7. Teaching in the classroom
I will show you work and research aimed to transform every
classroom into a strong community that fosters creativity
and continuous learning.

8. 2. Método / Method
c) Desarrollar la creatividad a travès de entender el conocimiento
Develop creativity by understand knowledge

9. José Antonio Marina, Teorìa de la inteligencia creadora, 2000
“Things have real properties, departing from which, we, the
human, invent and develop new free properties” (Marina, 2000,
unofficial translation)
For ejample:
To be highly explosive is a real property of Oil. But we saw on that the possibility of
designing an engine that can help people move and even fly…
Propiedad real del petróleo: alta El hombre desarrolla la tecnología
explosividad para usarlo para volar

10. Assumption:Assumpltion: Real properties of things
(our set of ideas about them) are already
a human construction…
Learning to ‘deconstruct’ our
knowledge about things, allows
us to set free our creative
intelligence

11. Properties of a tower:
TALL and STYLIZED

12. (Free) properties of a
tower:
A SET OF STACKED,
CHUBBY CUBES

13. (Free) properties of a tower:
A SET OF CHUBBY CUBES THAT CAN
BE STACKED INTO DIFFERENT
CONFIGURATIONS

14. Free properties of a tower:
A SET OF CHUBBY CUBES THAT CAN BE
ARRANGED INTO DIFFERENT
CONFIGURATIONS AND THREE DIMENSIONS

15. (Free) properties of a tower:
A SET OF CHUBBY CUBES THAT CAN BE
ARRANGED INTO DIFFERENT
CONFIGURATIONS WITHIN A GIVEN SPATIAL
SETTING…

17. The classroom as the space for learning
The free properties of the knowledge:
• Deep understanding is the base for inventions
• Understand components and their relationships
• Experience how creative action operates within a
group

18. a pren der para crear
4 principles for effective knowledge transfer
1. Unveil tensions
2. Consider multiple perspectives
3. Reveal essential links and interdependences
4. Apply knowledge in other distant fields

19. 1 : develar tensiones // unveil tensions
• Recognize the tensions that caused (or could have caused) a given initial query
i.e
Why oceans has big waves and lakes do not?
Why are we sometimes happy and sometimes not, without
any identifiable events?
How a plant can grow, if I can´t see it eating like humans
or animals do?

20. That question is what produces the emotion /
motivation for the action to investigate / explore /
learn
– Produces cognitive dissonance
– Proposes a goal, a dream to know why
... And that is the engine for creativity: the
tensions, conflicts, the unknown…
(autores….)

21. 2: e.i
Considerar múltiples perspectivas
Consider multiple perspectives
Observe from different perspectives
i.e
Why the oceans have big waves and lakes not?
1st Perspective: Elements around the sea / lake can
make a difference ... The wind, the moon

22. • 2s Perspectivas: otros fenómenos con olas
2s outlook: other wave phenomena

23. 3 : Develar relaciones esenciales y cercanas
Reveal essential links and interdependences
1. Show primary relationships that allow the
comprehension of the main tensions that lie
beneath a given phenomenon
2. Select some close, easy to understand
tension/relatioinship, useful to illustrate and
comprehend the phenomenon

24. i.e
Relaciones primarias Relaciones secundarias
Primary relationships Secondary relationships
• Wind / Surface of • Moon’s effect on tides
• Tectonic movements have
thewater / gravity
• Conflicted energies in an effect on waves
• Given geographical
tension (Eolic-Gravity)
• Sea/Lake bed depth settings that increase the
• Positive or negative effect of wind in the
feedback loops that surface of water bodies
• Effects of waves in the
increase or neutralize
wave’s energy shoreline

25. 4 : Establish far fetched, not directly correlated
relationships establecer relaciones lejanas
i.e
Write a romantic sentence using your knowledge
about waves,.
compare waves and curly hair…(Without seeking
nformation about hair)

26. Olas en el mar

27. a pren der para crear
1. Learning useful things about reality
2. Learning to be creative:
•Identifying tensions
•Dealing with multiple perspectives
•Making relationships between things
•Making distant relationships between things
• Aprender cosas relevantes sobre la realidad
• Aprender a ser creativo
– Reconocer tensiones
– Perspectivas multiples
– Relacionar
– Relaciones lejanas

28. Método
b)Planificación colaborativa de profesores
Method
b) A Teachers collaborative planification

29. Teachers create collaborativement
2. Designs classroom
1. Breaks down lessons and activities
knowledge into
essential components,
identifying key
questions and
relationships
3. Implements the
class/lesson

30. School
L
earning to be cr
Method
a. Develop creativity by understand
knowledge
b. As a collaborative planification
Research
eative
•
•

31. A cuasi experimental study,
which objective was to analyze
the impact in the student’s learning
once they where taught by teachers trained
in creativity liberation and promotion
methodology (learning for creating).
The study compared pre – post
three experimental institutions and three control,
in second grade of high school.

32. Research
Pre Post
Post Post
(profesores+ Teachers
(profesores
+
Teachers
estudiantes) estudiantes)
Student Student
Estudio cualitativo
Grupo experimental
3 secundary schools/ 2 grade: 15 teachers
Capacitación Evaluación cualitativa
(Bitácoras)
Grupo control
2 escuelas sec/ 2 nivel : 15 profesores c/u
Isidora Mena Edwards; Ruby Vizcarra Rebolledo; Gastón Sepúlveda Espinosa

33. Instrumentos y análisis cuantitativo
Instrumentos
Alumnos
– Prueba de conocimientos relevantes
– TAC: Test de apropiación creativa (conocimientos)
– Test de habilidades cognitivas
Profesores
– TAC: Test de apropiación creativa (Conocimientos)
– Test de habilidades cognitivas
Análisis
Cuanti: simples de varianza, ANOVA y multivariado de la covarianza, MANCOVA.
Cuali: categorizaciones abiertas, selectivas y axiales (Flick, 2008)

34. Resultados prueba de conocimientos
Diferencias significativas (al 0,01) en todas las dimensiones:
– Uso del conocimiento específico de la unidad
– Uso del lenguaje
– Razonamiento y capacidad de abstraer
– Tomar perspectiva y hacer metacognición.
16
14
12
10
8 experimental
control
Grafico 1: 6
Resultados ANOVA Grupo 4
experimental/Control
2
en prueba de conocimientos
0
conoc leng razonam perspectiva

35. grupo experimental
3. Increased use of all teaching units
2. Perception of usefulness of acquired knowledge for
answering relevant tests
3. Better use of language, increased sentence structure,
more and better technical words
4. Better reasoning process:
– Increased comprehension of what is being asked to
do,
– Better deductions,
– Ability to establish more relevant relationships.

36. 5. Increased ability to make abstractions and pick up
essential factors, looking from diversified perspectives
7. Increased creative constructions emerging from
contents themselves rather than replacing or blighting
them
8. No difficulties when group was asked to think based on a
metaphor or fictitious relationship –a significant subset
from within the control group did refuse to do it-
9. The only case in which one student’s result stood out
from the control group, he was still under the average
ability to use knowedge compared with the experimental
group

37. Qualitative conclusions
Teachers
1. Regained interest in acquiring new knowledge
2. Re-enchantment with proffession and teaching
vocation
Students
3. Openness to and increased pursuit of amazement
(once experimental phase finished)
“My teacher stopped teaching in the new (experimental) way
and now it is boring…but I already learnt that things are really a lot
more entertaining so I always
try to think about what really hides inside and beyond what she
teaches us”
(Interview to a student,. Müller, 2004)