Abstracts
Abstract
Reconceptualizing the notion of creativity is imperative for addressing today’s multilayered social, ecological, and educational crises. This paper draws upon the Daoist philosophy of creativity, which connects rather than separates, to elaborate on the creative relational dynamics of a Daoist pedagogy. First, Western conceptions of creativity are briefly discussed to situate Daoist creativity relative to other scholarship. This discussion is followed by exploring three important aspects of Daoist creativity through interconnectedness: the self-creative process of the cosmos, the co-creativity of human creativity in spontaneity, and the virtuous pursuit of creative harmony. Conceptualizing Daoist creativity in these three aspects lays the foundation for the formulations of contemporary Daoist pedagogical dynamics. First, relational ontology underlies non-dualistic knowing and creative learning, which is infused with meditative sensitivity and incorporates aesthetic modes of thinking and associative thinking across boundaries. Second, creative personhood through integrating opposites and becoming attuned to the creative energy of life requires the personal cultivation of both the instructor and students while transforming teacher–student relationships. Third, a Daoist pedagogy of harmonizing creative tensions is envisioned through making connections across difference, diversifying texts, enacting pedagogical attunement, and harmonizing different modes of knowing and being.
Appendices
Bibliography
- Ames, R. T., & Hall, D. L. (2003). Dao de jing: A philosophical translation. New York: Ballantine Books.
- Aoki, T. T. (2005). Curriculum in a new key. (W. F. Pinar and R. L. Irwin, Eds). Mahwah, NJ: Lawrence Erlbaum.
- Averill, J. R., Chon, K. K., & Hahn, D. W. (2001). Emotions and creativity, East and West. Asian Journal of Social Psychology, 4, 165–83.
- Bai, H., & Cohen, A. (2008). Breathing Qi (Ch’i), following Dao (Tao). In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum (pp. 35-54). New York: Routledge.
- Beauregard, M. (2020). Tuning the student mind. Albany, NY: SUNY Press.
- Behhetto, R. A., & Kauffman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69.
- Chang, C. (1963). Creativity and Taoism. Harper & Row.
- Cline, E. M. (2004). Two interpretations of De in the Daodejing. Journal of Chinese philosophy, 31(2), 219–33.
- Clarkes, J. J. (2000). The Tao of the West: Western transformations of Taoist thought. London: Routledge.
- Cohen, A. (2015). Becoming fully human within educational environments: Inner life, relationship and learning. Write Room Press.
- Cropley, D. H., Kaufman, J. C., & Cropley, A. J. (2008). Malevolent creativity: A functional model of creativity in terrorism and crime. Creativity Research Journal, 20, 105–15.
- Culham, T., & Lin, J. (2020). Daoist cultivation of Qi and virtue for life, wisdom, and learning. Palgrave Macmillan.
- Dao De Jing/Laozi (H. Fu, Ed.) (1994). Changsha: Hunan University Press.
- Hall, D. L. (1982). The uncertain phoenix: Adventures toward a post-cultural sensibility. New York: Fordham University Press.
- Hershock, P. (2012). Valuing diversity. Albany, NY: SUNY Press.
- Hu. F. (2009). 道学通论 [Comprehensive review of Daoism]. Beijing: Social Science Literature Press.
- Huebner, D. (1999). The lure of the transcendent. (V. Hillis, Ed.). Lawrence Earlbaum.
- Hunter, J. (2013). World peace and other 4th-grade achievements. Eamon Dolan.
- Hwang, S. Y. (2019). Seeking rhythmic attunement: Teaching to dance; dancing to teach. Curriculum Inquiry, 49(5), 507–25.
- Ivanhoe, P. J. (1999). The concept of de (“virtue”) in the Laozi. In M. Csikszentmihalyi & P. J. Ivanhoe (Eds.), Religious and philosophical aspects of the Laozi (pp. 239–58). Albany, NY: SUNY Press.
- Jeffrey, D. M. (2019). Zhuangzi in the classroom. Journal of Daoist Studies, 12, 211–24.
- Jeffrey, D. M. (2021). Ancient Daoist wisdom and its associated principle of yin-yang for contemporary classrooms as foundations for a harmonious world. Philosophical Inquiry in Education, 28(3), 237–50.
- Jennings, P. A. (2015). Mindfulness for teachers. W. W. Norton.
- Klausen, S. H. (2010). The notion of creativity revisited. Creativity research journal, 22(4), 347–60.
- Kuo, Y. (1996). Taoistic psychology of creativity. Journal of Creative Behavior, 30(3), 197–212.
- Lai, K. L. (2008). An introduction to Chinese philosophy. Cambridge University Press.
- Lau, S., Hui, A. N. N., & Ng, G. Y. C. (Eds.) (2004). Creativity: When east meets west. New Jersey: World Scientific.
- Li, C. (2008). The ideal of harmony in ancient Chinese and Greek philosophy. Dao, 7, 81–98.
- Liu, Z. (2001). 中国创造学概论 [Chinese Creativity Studies]. Tianjin, China: Tianjin People’s Press.
- Liu, G. (2016). 生成 [Generativeness]. Beijing: Science Press.
- Loy, D. (1988). Nonduality: A study in comparative philosophy. New York: Humanity Books.
- Niu, W. & Sternberg, R. (2002). Contemporary studies on the concept of creativity. Journal of Creative Behavior, 36(4), 269–88.
- Pinar, W. F. (2019). Moving images of eternity: George Grant’s critique of time, teaching, and technology. University of Ottawa Press.
- Simonton, K. S., & Ting, S. (2010). Creativity in Eastern and Western civilizations. Management and Organization Review, 6(3), 329–50.
- Small, S. Y. (2019). Creativity and diversity: Generating a universe in early Daoist texts. Journal of Chinese philosophy, 46(3–4), 236–52.
- Smythe, J. (2020). Inviting emptiness into a cluttered curriculum. Journal of Curriculum and Pedagogy, 17(2), 208–27.
- Tu, W. (1985). Confucian thought: Selfhood as creative transformation. New York: State University of New York Press.
- Uhrmacher, P. B. (2009). Toward a theory of aesthetic learning experiences. Curriculum Inquiry, 39(5), 613–36.
- Wang, H. (2010). Intimate revolt and third possibilities. In E. Malewski (Ed.), Curriculum studies handbook: The next moment (pp. 374–86). New York: Routledge.
- Wang, H. (2013). Confucian self-cultivation, Taoist personhood: Implications for peace education. Frontier of Education in China, 8(1), 62–79.
- Wang, H. (2014). Nonviolence and education. New York: Routledge.
- Wang, H. (2018). Nonviolence as teacher education. Journal of Peace Education, 15(2), 216–37.
- Wang, H. (2021). Contemporary Daoism, organic relationality, and curriculum of integrative creativity. Charlotte, NC: Information Age Publishing.
- Wang, C., & Chen, Q. (2021). Eastern and Western creativity of tradition. Asian Philosophy, 31(4), 402–13.
- Weiner, R. P. (2000). Creativity and beyond: Cultures, values, and change. Albany, NY: SUNY Press.
- Xu, K. (2013). 当代新道家 [Contemporary Neo-Daoism]. Beijing, China: Social Science Academic Press.
- Yu, Jie (2018). Taoist pedagogy of pathmarks. Palgrave Macmillan.
- Yukawa, Hideki (1973). Creativity and intuition. Tokyo: Kodansha International.
- Zhuangzi (Y. Sun, Ed.) (1998). Guangzhou, China: Huacheng Press.