Online ISSN: 1989-9572

Keywords : innovation


Philosophical motives and spiritual imeratives of russian culture (the context of the axiology of creativity)

Ignatov Mikhail Alexandrovich; Antonova Elena Leonidovna; Resh Olesya Vladimirovna; Sharabarin Mikhail Ivanovich; Anisimova Olga Lvovna

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 2, Pages 26-29
DOI: 10.47750/jett.2021.12.02.004

In the context of the ethical paradigm of spiritual education of young people, "inspired" by the moral philosophy of Russian culture, to substantiate a creative model in which tradition and innovation are combined, and the discursive field of which encompasses music, literature, and philosophy. Russian Russian traditional values are used to conceptualize the integral approach to the understanding and interpretation of the axiology of creativity, which is based on the dominance of Russian traditional values, and, first of all, substantiates the actual integration of "Russian leitmotives" into the modern multicultural environment.; secondly, the task is to increase the priorities in the Russian society and popularize the national spiritual and value imperatives that are important for the formation of a holistic cultural and historical worldview of the Russian youth, and to increase the level of their citizenship.

Invoking a creative and innovative spirit in music teacher education

Carlos R. Abril

Journal for Educators, Teachers and Trainers, 2014, Volume 5, Issue 1, Pages 9-18

Students in all subject areas are expected to think creatively which means they should “use a wide range of idea creation techniques, create new and worthwhile ideas, and elaborate, refine, analyze and evaluation their own ideas in order to improve and maximize creative efforts.” They are also expected to work creatively with others and innovate. Students should communicate their ideas effectively to others, be responsive to the diverse ideas and viewpoints of others, demonstrate originality while recognizing constraints and limitations, and learn from mistakes and failures. Additionally, they should innovate, that is, create something useful and tangible as a result of their thinking and working with others (Partnership for 21st Century Skills, 2011). This vision of curriculum with an eye towards creativity and innovation is meant to guide primary and secondary teachers. Unfortunately, many of the teachers for whom this was intended were not educated in settings where such ideas were valued or practiced, thus those who did not have experiences creating and innovating might be less comfortable and well versed in incorporating those habits of mind and practice in their own classrooms. For example, this might explain why composition and improvisation, creative listening and interpretative performance in school music programs have taken a backseat to more top-down, teacher directive music learning experiences. This article offers ideas for music teacher educators to facilitate more creative and innovative thinking and practice in preservice education. In so doing, preservice teachers can become more creative and innovative, and thus be better prepared to guide their own students.