Abstract
This paper focuses on current research related to innovation development in the Norwegian public school system and investigates the relationship between innovation, creativity and imagination. Using Vygotsky’s theory of creativity, the paper describes the concept of innovation and explains how it relates to the Norwegian public school system’s creativity education curriculum. The paper explores the importance of hands-on experience and tacit knowledge when developing creativity and innovation. It explores the practice of using assessments in creative subjects and questions whether the current assessment practice allows students to truly develop creativity and innovation skills. This paper argues that although Norwegian public school teachers are knowledgeable about innovation development, the public school system lacks a concrete understanding of innovation and creativity in relation to education, as in how to teach innovation.
Keywords
innovation, creativity, imagination, public school
DOI
https://doi.org/10.21606/drs.2018.614
Citation
Vittersø, J., and Reitan, J. (2018) Innovation Development in Norwegian Public Schools. The relationship between innovation, creativity and imagination, in Storni, C., Leahy, K., McMahon, M., Lloyd, P. and Bohemia, E. (eds.), Design as a catalyst for change - DRS International Conference 2018, 25-28 June, Limerick, Ireland. https://doi.org/10.21606/drs.2018.614
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Innovation Development in Norwegian Public Schools. The relationship between innovation, creativity and imagination
This paper focuses on current research related to innovation development in the Norwegian public school system and investigates the relationship between innovation, creativity and imagination. Using Vygotsky’s theory of creativity, the paper describes the concept of innovation and explains how it relates to the Norwegian public school system’s creativity education curriculum. The paper explores the importance of hands-on experience and tacit knowledge when developing creativity and innovation. It explores the practice of using assessments in creative subjects and questions whether the current assessment practice allows students to truly develop creativity and innovation skills. This paper argues that although Norwegian public school teachers are knowledgeable about innovation development, the public school system lacks a concrete understanding of innovation and creativity in relation to education, as in how to teach innovation.