學術社群說出「創造力」的語言及其反映的思維
No Thumbnail Available
Date
2003-10-??
Authors
黃譯瑩
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
以語言與思佳的向度探究創造力研究文本，將有助吾人更深入地覺察創造力學術社群表達與溝通「創造力」時背後的預設或圖像，提醒文獻中描述創造力的語言，對後續認識者、研究者、推動者在思考「創造力」時可能產生的形塑作用，並且，注意這些學術社群（小眾）所說出的創造力，究竟是更限制或可助吾人認識創造力的本真圖像或多元樣貌。本研究目的即在探析重要的創造力研究英文文獻中說出「創造力」的語言，探究創造力學術社群表達與溝通「創造力」時蘊含或反映的思維。本文先整理研究對象是不分（或跨）角色、年齡、專業的般創造力研究中對「創造力」的解釋，並以兩篇論述兒童創造力的文獻為對照；接著，以前述文獻為對象，分析文本中各種說出「創造力」的語言與思維，再整體地探討這些語言與思維給出的現象與問題；最後，整合前述發現，針對認識、研究與推動創造力，提出建議與啟示。
ven though there remains something that cannot be expressed whenever language is used, language, especially in the research text, is normally believed to fully represent the thought of its user. Language can formulate, assimilate and even stereotype thought. In this era of "creativity," it is imperative for educators and facilitators to be aware of both the presuppositions and the intentions or expectations lying behind the words chosen to describe creativity. But, rare studies dissect the language used and thought embedded in the influential creativity literature. This paper aims to quest the academic's language spoken for "creativity" in the general creativity research text, explore the thought embedded in these words, and contrast the previous findings with the language and thought about creativity in the child creativity literature. The text analysis method is applied. It is found that when the text speaks about creativity the underlying image is a socialized, idealized adult elite. The words and thoughts reflecting such an image are taken for granted with little justification, and overwhelmingly recognized as the benchmark of creativity for different developmental stages of the human being. The limitations and misunderstandings caused by projecting a partial, minority image or role (that of an adult elite) onto a lifelong existence (that of a human being) are discussed. Finally, suggestions for knowing, inquiring, and facilitating creativity with awareness of its language and thought are proposed.
ven though there remains something that cannot be expressed whenever language is used, language, especially in the research text, is normally believed to fully represent the thought of its user. Language can formulate, assimilate and even stereotype thought. In this era of "creativity," it is imperative for educators and facilitators to be aware of both the presuppositions and the intentions or expectations lying behind the words chosen to describe creativity. But, rare studies dissect the language used and thought embedded in the influential creativity literature. This paper aims to quest the academic's language spoken for "creativity" in the general creativity research text, explore the thought embedded in these words, and contrast the previous findings with the language and thought about creativity in the child creativity literature. The text analysis method is applied. It is found that when the text speaks about creativity the underlying image is a socialized, idealized adult elite. The words and thoughts reflecting such an image are taken for granted with little justification, and overwhelmingly recognized as the benchmark of creativity for different developmental stages of the human being. The limitations and misunderstandings caused by projecting a partial, minority image or role (that of an adult elite) onto a lifelong existence (that of a human being) are discussed. Finally, suggestions for knowing, inquiring, and facilitating creativity with awareness of its language and thought are proposed.