From learning to creative learning: concepts and traditions

This chapter aims to sketch out three different theoretical traditions lying behind the idea of creative learning. The argument is that creative learning as an idea (or ideal) represents at this point in time, a synthesis of these traditions. Whether the yoking together of these three approaches is producing a true synthesis or merely a kind of temporary ‘compound’, only time will tell. On one level it will be a test of Creative Partnerships’ lasting impact. Whilst practice on the ground will probably offer an emphasis from one or other of these models, it is interesting to see how the contemporary thrust of creative learning may be bringing about a new kind of fusion of these ideas; and historically, creative learning may then say more about our times’ distinctive hopes for education.