Document Type : Research Paper
Authors
1 Ph.D student of Philosophy of Education, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 Associate Professor, of Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 Professor, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
4 Assistant Professor of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
Abstract
The purpose of this research was to study creativity as an original understanding based on Gadamer's philosophical hermeneutics, and its implications for education. The research method was analytical-deductive. Creativity is one of the highest goals of all educational systems. Different approaches to Psychology, consistent with the general theoretical frameworks and large assumptions that have been accepted, have provided different and sometimes contradictory definitions. However, creativity is certainly a kind of understanding, a genuine understanding that transcends existing Knowledge. The fundamental axis of Gadamer's philosophical hermeneutics is what is understood. In this research, while analyzing Gadamer's view on understanding, he examines creativity as the most original type of understanding from Gadamer's point of view and as an example of his practical wisdom, and principles such as not being able to be trained, the ability to be specific, and measure additionality to creativity from the point of view of Godammer's philosophical hermeneutics as well as educational implications such as education goal, form of educational system, teaching method, curriculum, learning, evaluation, motivation and research method were extracted.
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