Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education

Abstract

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper argues the importance of engaging with this issue in higher education at this time. It does so by exploring reasons for the growing interest in creativity as a learning outcome, elaborating key imperatives in the post-millennial ideational and policy context. The paper then moves to consider questions of the teachability of creativity and the pedagogical implications of this. In doing, the author makes a case that, while it may not be possible or desirable to render all aspects of student creativity calculable as learning outcomes, creativity can be better understood and mobilized in all disciplines through newly emergent learning cultures and forms of pedagogical work.

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