Education, Arts, and Morality: Creative Journeys PDF
Preview Education, Arts, and Morality: Creative Journeys
EDUCATION, ARTS, AND MORALITY Creative Journeys PATHINPSYCHOLOGY PublishedinCooperationwithPublicationsforthe AdvancementofTheoryandHistoryinPsychology(PATH) SeriesEditors: DavidBakan,YorkUniversity JohnM.Broughton,TeachersCollege,ColumbiaUniversity RobertW.Rieber,JohnHayCollege,CUNY,andColumbiaUniversity HowardGruber,UniversityofGeneva CHOICESFORLIVING:CopingwithFearandDying ThomasS.Langner COGNITIVESCIENCEANDGENETICEPISTEMOLOGY:ACaseStudyofUnderstanding DavidLeiserandChristianaGillie`ron ACRITICALPSYCHOLOGY:InterpretationofthePersonalWorld EdmundV.Sullivan CRITICALTHEORIESOFPSYCHOLOGICALDEVELOPMENT EditedbyJohnM.Broughton CULTURALPSYCHOLOGYANDQUANTITATIVEMETHODOLOGY:Theoreticaland EmpiricalConsiderations CarlRatner CULTURALPSYCHOLOGY:TheoryandMethod CarlRatner DEVELOPMENTALAPPROACHESTOTHESELF EditedbyBenjaminLeeandGilG.Noam EDUCATION,ARTS,ANDMORALITY:CreativeJourneys EditedbyDorisB.Wallace FRANTZFANONANDTHEPSYCHOLOGYOFOPPRESSION HusseinAbdilahiBulhan HUMANISTICPSYCHOLOGY:ConceptsandCriticisms EditedbyJosephR.RoyceandLeendertP.Mos THELIFECYCLEOFPSYCHOLOGICALIDEAS EditedbyThomasC.DaltonandRandB.Evans MANUFACTURINGSOCIALDISTRESS:PsychopathyinEverydayLife RobertW.Rieber THEMASSPSYCHOLOGYOFETHONATIONALISM DusanKecmanovic THEPROCESSAPPROACHTOPERSONALITY:PerceptgenesisandKindredApproaches inFocus GudmundJ.W.Smith REGIONALIDENTITYANDBEHAVIOR MaxSugar SELFANDIDENTITYINMODERNPSYCHOLOGYANDINDIANTHOUGHT AnandC.Paranjpe WILHELMWUNDTINHISTORY:TheMakingofaScientificPsychology EditedbyRobertW.RieberandDavidK.Robinson EDUCATION, ARTS, AND MORALITY Creative Journeys Edited by Doris B. Wallace NewYork,NewYork KLUWER ACADEMIC PUBLISHERS NEW YORK,BOSTON, DORDRECHT, LONDON, MOSCOW eBookISBN: 0-306-48671-7 Print ISBN: 0-306-48670-9 ©2005 Springer Science + Business Media, Inc. Print ©2005 Kluwer Academic/Plenum Publishers New York All rights reserved No part of this eBook maybe reproducedor transmitted inanyform or byanymeans,electronic, mechanical, recording, or otherwise,withoutwritten consent from the Publisher Createdin the UnitedStates of America Visit Springer's eBookstore at: http://ebooks.kluweronline.com and the Springer Global Website Online at: http://www.springeronline.com ForHoward CONTRIBUTORS RichardBrower,WagnerCollege,StatenIsland,NY SaraDavis,RosemontCollege,Rosemont,PA Michael Hanchett Hanson, Teachers College, Columbia University, New York,NY HelenHaste,UniversityofBath,Bath,UK YehHsueh,UniversityofMemphis,Memphis,TN DavidLavery,MiddleTennesseeStateUniversity,Murfreesboro,TN SusanRostan,HofstraUniversity,Hempstead,NY LauraTahir,GardenStateYouthCorrectionalFacility,Yardville,NJ vii PREFACE HowardE.Gruber’sevolvingsystemsapproachtocreativityhas,invar- iousways,influencedallthecontributorstothisvolume.Acentraltenet in Gruber’s approach is that, in considering the creative thought and workofapreeminentlycreativeperson,itistheperson’suniquenessthat bringshimorhertoourattentioninthefirstplace.Thediscovery,novelty, breakthrough or change of paradigm represented by the person’s ideas and products is unlike those of anyone else. It follows that in order to deepen our understanding of the development of the person’s work, a case study is the best approach. Lavery, Hanchett Hanson, and Brower eachusethecasestudytoexploreanaspectoftheworkofahighlycreative individual. DavidLaverystudiestheessaysandpoetryoftheAmericananthro- pologist,historianofscienceandwriterLorenEiseleyandthelatter’sgoal tofeelathomewhenheisawayfromhome.Laverydiscussessomecentral metaphors in Eiseley’s thought and draws parallels between Odysseus’ homewardjourneyandEiseley’sprofessionalandpersonalone. Michael Hanchett Hanson’s study focuses on the role of irony in George Bernard Shaw’s writings about World War I, the Great War. HanchettHansonshowshowShaw’suseofironycontributedtohiscre- ativityandreflectedhismoralpassion. Richard Brower uses the social-psychological theory of social com- parisontotracethedevelopmentofvanGoghasanartist.Brower’sstudy contradictstheprevalentideathatthehighlycreativeindividualisasoli- taryfigurewhoworksalone,cutofffromtheworld. SaraDavisdescribesherstudyoftherelationshipbetweenreaderand text when the text is a romance novel. She discusses the heavy influence ix x PREFACE ofbroadculturalnormsconcerningwomenandromance,butalsoshows howreaderswhoinitiallyhadaverynegativeattitudetoromancenovels, constructed new meanings of the text once they began to read. Davis’ interestinsocialcontextisindebtedtoGruber,whobelievedthatexamina- tionoftheeffectsofthesocialmilieuisessentialinthestudyofindividual creativity. Several authors mention Gruber’s Network of Enterprise which is a theoreticalconstructthatalsoprovidesamethodologicaltechniquetomap aperson’senterprisesovertime.Anenterpriseisapurposefulactivityof some duration (weeks, months, years) which consists of projects, tasks, and products. Gruber used the Network idea in the course of developing his approach to the study of creative work. Laura Tahir, who directs the psychologicalservicesinaprison,appliesthistooltoherworkwithtwo membersofagroupofyoungincarceratedmen.Togetherwithheruseof narrativetherapy—whosemainfocusisforthoseintherapyto“re-story” their lives—Tahir discusses the potential effects of her program on the futurelivesoftheparticipants. SusanRostanusesGruber’sworkonmoralityandcreativityasatake- offpointtoexamineextraordinarymoralbehaviorinchildrenofelemen- tary and high school age and traces aspects of its developmental course across these age groups. Rostan includes teachers’ perceptions of the ex- traordinarymoralbehaviortheywitnessedanddiscussestheimportance of teachers’ potential roles in the development of such behavior among theirstudents. Yeh Hsueh takes up the method of Critical Exploration in education. He traces the origins of this approach to Jean Piaget’s development of the“clinicalmethod”asawayofinterviewingandworkingwithchildren. Hsuehcarefullydescribestheevolutionoftheapproachinthe20thcentury anditscurrentusebyEleanorDuckworthasawayofelicitingmaximum participationandcreativethinkingintheclassroom. HelenHasteusesabroadbrushtoexaminequestionsofhowbestto educateyoungpeopleformoralandcivicresponsibility.Herexamination includesresearchstudiesinWesternandEasternEurope,NorthandSouth America, and Asia. She emphasizes the importance of taking changing political,social,andpsychologicalworldevents(suchastheentryofenvi- ronmentalismintothepublicdomain)intoconsiderationinmakingdeci- sionsaboutcurriculum.Hastediscussesbroadtheoreticalissues,questions aboutparticipationandpractice,aswellasthemeaningofresponsibility attheindividuallevel. Itiseasytoseeinthesebriefdescriptionsthattheessaysinthisvolume owe a collective debt to Howard Gruber—from an abstract-idea level to PREFACE xi theconcreteadoptionofmethod.Atthesametime,itisstrikinghowmany ofthecontributorsarepresentingworkinareasneverexploredbyGruber. This,perhaps,atteststothegenerativityandflexibilityofGruber’stheory. DorisB.Wallace NewYork
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