First Advisor

Jim F. Heath

Term of Graduation

Spring 1978

Date of Publication

5-19-1978

Document Type

Thesis

Degree Name

Master of Science in Teaching (M.S.T.)

Department

History

Language

English

Subjects

Concept learning

DOI

10.15760/etd.2847

Physical Description

1 online resource (5, 70 pages)

Abstract

Contemporary American educators are expected to develop children's ability to think creatively. Unfortunately, many have understood "creative" and "creatively" as synonymous terms. In my opinion, healthy human beings are born with an ability to be creative. Being creative is innate. Behaving creatively is nurtured. Individual needs, individual worth, integrated curriculum, synthesis of affective and cognitive modes, and the whole child are additional phrases which have been misconstrued by educators. And yet, such phrases are at the heart of a conceptual approach in teaching, which is intended to make children think creatively. In order to discover the essence of the conceptual approach I have researched persons and philosophies from the Renaissance to 20th Century America.

My thesis addresses these problems. (1) A clear understanding of the conceptual approach is prerequisite for teaching children to think creatively. (2) The conceptual approach has been misunderstood because educators have not distinguished clearly between the terms "creative" and "creatively." (3) The conceptual approach has been misapplied because educators have lost sight of the essence of the philosophies at the heart of the method. (4) The core of truth necessary for understanding teaching for concepts can be understood by tracing philosophical thought and application of the approach from the Renaissance to 20th Century America. (5) Inconsistencies in interpretations and applications of teaching for concepts have made it difficult for contemporary teachers to identify a single model to follow.

Rights

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Comments

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Persistent Identifier

https://archives.pdx.edu/ds/psu/17235

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