Creativity and the common third: approaches in education

Watson, Nicola ORCID: https://orcid.org/0000-0002-6989-1281 and Hill, Rosemarie ORCID: https://orcid.org/0009-0007-1751-2140 (2025) Creativity and the common third: approaches in education. In: Social Pedagogy in Education: Re-establishing relationships and enriching learner experience. Routledge, London, pp. 72-81. ISBN 978-1-032-87556-9 (hbk) 978-1-032-87555-2 (pbk) 978-1-003-53327-6 (ebk)

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Abstract

In this chapter, we explore the concept of creativity and its relationship to social pedagogy. We begin by setting out our understanding of creativity as a central aspect of the human condition which can be applied to all areas of thought and action, rather than as being confined to specific disciplines such as the Arts. As a contested concept, there is no universally accepted definition of creativity, but we isolate elements of thinking and doing which, for us, typify what creativity means. Next, we highlight some connections between creativity and social pedagogy. In doing so, we aim to expand and enhance understanding of both and suggest opportunities that the lens of creativity offers for developing social pedagogical practice. As educators, we consider briefly the educational policy context and how, within its confines, we can seek to help develop the creative impulse in those with whom we work. We then present a case study which illustrates the synergy between creativity and the social pedagogy principle of the Common Third.

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