This excerpt is from Jonathan Kotinek’s reflection on teaching a University Scholar Mentor Group on “Creativity as a Transcendent Act.”
One of the most satisfying aspects of participating in a University Scholars Faculty Mentor Group is the concrete realization of what it means to be in a “community of learners.” The topics and discussions we visited in our meetings were subjects that I revisited throughout the last year: at work, with my children, and in my own scholarly and creative production.
I’ve realized that education is providing access to new technologies, machines—yes—but also processes, theories, literatures, all of which have idiosyncratic languages. At our best, educators demonstrate that these technologies exist, introduce their use, and perhaps even engage discussion about whether they should be used.
When we are really successful, our students are aware that technologies might exist to solve questions they have not yet asked, how to find those technologies, and begin critically evaluating the ethics of those technologies. None of this would be possible without pushing the students to explore an uncomfortable subject or situation in the relatively safe setting of a classroom to give confidence so that they can do more of that exploration on their own.
You can read the whole post at http://jkotinek.blogspot.com/2011/08/creativity-as-transcendent-act.html.