تحضير الهيئات التدريسية الجامعية المبدعة ١_a .. كتاب الإبداع وتربية

Chapter V

Preparing creative university faculty

In a valuable talk about preparing creative (teacher-researchers) to work in universities, Douglas Brown says that it is necessary to differentiate between creative (teachers-researchers) who bear fruitful university education on their shoulders, and scientists who spend their lives collecting information for itself. The creative researcher presents a stream of new ideas extracted from the collected information. He adds (Brown) saying: The art of teaching is creative in itself if it is done well. He also says: The teacher must constantly find new ways to transfer old and new ideas and develop them among his students. He believes that what motivates the researcher teacher in the creative process is to help his students gain deeper insight into the topics he teaches them. And the researcher who is not an effective and active teacher may delve into science and end up respecting the authority of previous scholars at the expense of his own creativity. Therefore, a distinction must be made between the teacher, the creative researcher, and the researcher who collects information in any field of knowledge. Then (Brown) moves on to enumerating the qualities of the teacher - the creative researcher, stressing that what he presents of qualities is his own impression as a result of his long experience during his work as president of a university, rather than accurate scientific qualities that he extracted as a result of organized research.

Characteristics of (teacher - researcher) creative

1- An Inquiring Mind

It is a congenital quality in the (teacher-scholar) that is reinforced by early education, in both its formal and informal forms, and in all areas of interest. And when this characteristic is present in the child in a way that goes beyond mere curiosity, the family plays an important role in clarifying and maturing it. Brown believes that it is not a mere coincidence that most creative researchers grow up in scientific families, and so both heredity and the environment play their role in showing this questioning mind. Thus, we must answer the questions: Why? And how? Thus, the parents and the school develop in the same child an increasing desire for knowledge.

(Brown) says that he does not know the reason why two people belonging to the same family background, one of whom has this questioning mind and the other does not, is a confusing secret, but it does not excuse educators - at home and at school. Take care of this questioning mind. He tends to believe that this questioning mind is a gift enjoyed by some people and not by others. Moreover, (Brown) does not believe that this questioning mind is limited to one field, such as the field of mathematics or the sciences. Rather, he believes that inquiring minds may extend their attention to the humanities, social sciences, and others. (Brown) asserts that his experience has taught him that free education is more capable of developing this questioning mind. Preserving it, and the breadth and diversity of the fields of interest is more beneficial and more profitable.

2- The ability to analyze and compile

And (Brown) means by this ability to obtain, understand, evaluate and maintain information in an orderly manner. The human psyche has tremendous capabilities to represent experience in all its forms, but the important difference that distinguishes the creative (teacher - researcher) is that his new experience or knowledge - in the fields of meaning at least - is not obtained in the form of fleeting impressions only, but it is experiences and knowledge that analyze, assess and understand And thus become an integral part of his mental resources. The creative (teacher - researcher) combines with himself an organized library of organized knowledge by granting them when needed.

For the mature (teacher - researcher), analysis and compilation become a way of life, and a well-established habit. Education strengthens this position as it strengthens training. However, mere compilation is harmful and analysis must be done, and if such a researcher teacher may work alone sometimes, his work with and discussion of matters with his students is extremely beneficial.

Here it is necessary to point out the harm of education by giving a lecture to a large number of students without discussing this information with them. It is true that this method is cheaper, but the number of research seminars is limited and the discussion that takes place in them is - the best way. And not only that, but the meeting of fellow teachers (research teachers) and their discussions are of incalculable importance in creative research. We do not forget to point out here the importance of criticism: what was subjective in it, and what was altruistic emanating from sincere colleagues in the search for the truth from it. It goes without saying that the development of creative talents is in dire need of university freedom, freedom of research, freedom of dissent, freedom of opinion, freedom In which learning is as important as teaching, and in which discovery is as important as production.

3 - intuition

Intuition is what makes the teacher (teacher - researcher) truly creative. It is a characteristic of subliminal interdependence, the interdependence of ideas and their intermingling to form new ideas. Intuition must have a wide stock of information collected by an inquisitive mind, then evaluated and analyzed in the past of its life. Creativity is a mysterious process that involves discovery and is not limited to logic alone. Creativity results from accumulated experience, but it transcends the emotional analysis that is useful
of experience.

Intuition may be killed by mental habits or destroyed by the environment. Intuition needs courage, the courage to contradict what is agreed upon, the courage to challenge it, the unjustified authority and the courage to put logic in its rightful place, and above all the courage to over-focus on a single field of expertise. A solid foundation of free education is a rich source of creativity. The friction and interaction of ideas and the richness and richness of experience are things that enrich and strengthen creativity.

There are many environmental factors that stand in the way of intuition and impede it, for example, administrative obstacles, routine roads, and the love of quick access. University freedom is nothing but the freedom to think intuitively about problems that require solutions and questions that demand answers. Moreover, intuition may require time that normal logical thinking does not require.

This indicates (Brown) that intuition is not limited to a small group of (teachers - researchers), but it often favors many of them. Whatever it was, ingenuity in education and research requires intuition.

Brown believes that American pragmatism is responsible for limiting intuition to poets and women and believing that those responsible for