QEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving

Frontiers in Psychology

article

David Yun Dai¹  Huai Cheng²  Panpan Yang¹ 

[1] University at Albany, United States;China Preschool Education Group (Beijing)

关键词: problem-solving;    indigenous epistemologies;    developmental constraints;    creative mind-set;    pedagogical design;   

DOI  :  10.3389/fpsyg.2019.00833

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The nature of creative thinking is complex and multifaceted, often involving cognitive processes and dispositions modulated by implicit cultural belief systems and ways of thinking. In this article, we build on existing research on the relations of creative thinking and culture, and explore how specific cultural resources can be harnessed to foster creative problem-solving in education. We first review the recent changes in our understanding of creative thinking, from an exclusive focus on cognitive processes to a more inclusive view of creative problem-solving as socially negotiated and culturally modulated, carrying important cultural functions. We then introduce a pedagogical model, QEOSA, to illustrate how cultural resources, particularly culture-specific ways of thinking about the world, can be harnessed to foster creative thinking in education, and what developmental and pedagogical considerations are involved to make it effective. We finally conclude this article by indicating the value of this line of work that integrates psychological, cultural, developmental, and educational principles in fostering the development of a creative mind-set with relevant knowledge, skills, dispositions, and values.

【 授权许可】

CC BY