Creativity, Creative Mindedness and Teaching in Nigeria: Hermeneutical Extrapolation of Aleinikov’s Creative Pedagogy
*1Patrick O. Akinsanya and 2Moore Kingsley Oleghibe
Department of Educational Foundations, University of Lagos, Nigeria
Abstract
This paper examined the possibility of infusing lessons from Aleinikov’s pedagogy into classroom teaching in Nigeria, for the purpose of inducing the Nigerian child towards being creative minded, which will consequentially generate innovations and creativities. This study adopted the popular philosophical methods of conceptual analysis, speculation and hermeneutics. Conceptual analysis was used to clarify the concepts of creative mindedness, creativity and creative pedagogy; hermeneutics was used to interpret the authentic connotations of creative pedagogy in the real and undiluted presentation by its originator, Aleinikov; while speculation was adopted to extrapolate and forecast the future of Nigerian education with the adoption of creative pedagogy. The paper critically examined creative pedagogy, initiated by Dr. Pavel Aleinikov, as a new approach to teaching which prioritizes creative mindedness, creativity and problem-solving skills. It enhances learning processes by nudging students to think innovatively and creatively. If applied to Nigerian education, Aleinikov's creative pedagogy could bring significant benefits by fostering creativity and creative mindsets in Nigerian students. It can also create a classroom environment which fosters imagination and originality. Consequently, teachers are ennobled to incorporate activities that stimulate divergent thinking, such as brainstorming sessions, open-ended projects, and problem-solving tasks. The paper attempted a tactical infusion of Aleinikov’s approach to pedagogical practices in Nigerian classrooms. The writers argued that by infusing creative pedagogy into Nigerian education, pedagogues would possess the capacity to inspire students to think creatively, innovative-minded, as they become creative agents. The paper thus concluded that through the infusion of Aleinikov’s pedagogical approach, Nigerian pedagogues can foster a generation of creative minds who are equipped with the skills necessary to thrive in a rapidly changing world. Based on the contentions and findings, it was recommended that the school system should provide comprehensive training and professional development programmes for teachers to enhance their proper understanding and implementation of creative pedagogy. Teacher education programmes should be redesigned to include training on the use of creative pedagogy, so as to ensure that future teachers are well-prepared to implement creative teaching methods from the start.
Keywords
Aleinikov, Creative pedagogy, Creative mindedness, Creativity, Teaching
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