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Critical Creativity: On the Convergence of Medium Education and Media Education

机译：批判性创造力：论媒介教育与媒介教育的融合

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Days after the September 11, 2001 attacks on the World Trade Center in the United States I heard an interview on the radio. The short exchange, with peace educator and activist Johan Galtung, not surprisingly in light of world events, focused on conflict resolution. While I was impressed by professor Galtungu27s commitment to peacemaking and his real experience serving as a mediator in world conflicts, what struck me most was the word he used to describe the key ingredient in conflict resolution. That word was u27creativityu27. As an artist, art educator, academic and parent I suppose it makes sense that creativity, whatever that may mean, would be important to me. After hearing Professor Gallung describe how he has worked with disputants individually to try to move them into the kind of creative mindset that would allow them to imagine beyond the immediate details of violence and conflict, I had a vivid example of something I believe to be true. Creativity isnu27t just about personal expression, it is also foundational to the health and survival of society. It takes real risk-taking creativity for adults locked in violent conflict to get beyond the action of war to the challenge of questioning their own actions.
机译：在2001年9月11日对美国世界贸易中心的袭击发生后的几天，我听到了电台的采访。鉴于世界大事，与和平教育家和激进主义者约翰·加尔东（Johan Galtung）进行的短暂交流着眼于解决冲突。高尔顿教授对缔造和平的承诺以及他在世界冲突中担任调解员的实际经验给我留下了深刻的印象，但令我印象最深刻的是他用来形容解决冲突的关键因素。这个词是 u27creativity u27。作为一名艺术家，艺术教育家，学术界人士和父母，我认为有创意的创造力对我来说很重要。在听到加隆教授描述他如何与争端者个体合作以试图将他们带入一种创造性思维方式之后，他们可以想象超出暴力和冲突的直接细节之后，我得到了一个生动的例子，我相信这是真实的。创造力不仅仅在于个人表达，它也是社会健康和生存的基础。陷入暴力冲突的成年人需要真正冒险的创造力，才能超越战争行动，去质疑自己的行动。

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    Emme Michael J.;

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  • 年度 2002
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