000			01951nam0a22002770i04500
001			UTC-13356
005			20240326112428.0
008			240325s2010####xxc####gr#####00####eng#d
020			_a978-0-415-54887-8
082			_a428.246 _bH5361pe
100			_aHerbert, Anna
245			_aThe pedagogy of creativity _cAnna Herbert
250			_a1
264			_aCanadá : _bRoutledge _c2010
300			_a150 páginas ; _c25cm. _bil. ;
336			_atexto _btxt _2rdacontent
337			_ano mediado _bn _2damedia
338			_avolumen _bnc _2rdacarrier
505			_a1. Introduction. 2. The symbolic order and the unconscious. 3. Dreaming and the subject of creativity. 4. Knowledge, creativity and four discourses.
520			_aThe Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories. Taking a classroom-based example of poststructuralist methodology as its starting point, Anna Herbert´s investigation explores the relationship between creativity seen in psychological activity, such as dreams, and creativity seen in the classroom, asking the following questions: What might a methodology which taps into different forms of creativity look like?...Could such a methodology support current neuropsychological theories of memory and learning?Exploring the ideas of a number of psychological analysts including Jacques Lacan´s four discourses, concepts of ´the other´ and the theories of postructuralist thinkers including Levinas, Mead and Kristeva, Herbert explains how different theories can be used to develop creativity in the classroom and surmount obstacles preventing creative environments.
526			_aPedagogía de los Idiomas
546			_aTexto: Ingles
650			_aREPETITION AND MEPHOT _aMETODOLOGY _aTHE PROJECT _aLANGUAGE AND THE UNCONSCIOUS
856			_uhttps://images.gr-assets.com/books/1348937931l/8523143.jpg _yPortada
942			_2ddc _cLIB _n0
999			_c2945 _d2945