Papers by Monica Souza Neves-Pereira
This chapter focuses on the relationship between creativity and prosocial
values, in particular t... more This chapter focuses on the relationship between creativity and prosocial
values, in particular those associated with cooperation and collaborative
activities. Despite the fact that, in developmental studies and the literature
on education, creativity and values are often treated separately, our
premise here is that both psychological theory and educational practice
would greatly benefit from reuniting them within an integrative framework.
In this chapter, we consider creativity and prosocial values as they
develop within the Self–Other dynamic specific for communal living and
sociability (see Simmel, 1949; Jovchelovitch, 2015). We start by outlining
the theoretical foundation for our argument and reflect on schools
as socio-cultural contexts that socialize children to become creative and
moral agents.We then unpack the relation between creativity, cooperation
and prosocial values with particular reference to studies done in Brazilian
schools. Following this, we propose a tentative set of guidelines for nurturing creativity and cooperation in the classroom. We conclude with a
few reflections on the role of dialogue and reflexivity for enhancing moral
creative behavior. However, before developing these ideas, a more basic
question needs to be addressed first.
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Papers by Monica Souza Neves-Pereira
values, in particular those associated with cooperation and collaborative
activities. Despite the fact that, in developmental studies and the literature
on education, creativity and values are often treated separately, our
premise here is that both psychological theory and educational practice
would greatly benefit from reuniting them within an integrative framework.
In this chapter, we consider creativity and prosocial values as they
develop within the Self–Other dynamic specific for communal living and
sociability (see Simmel, 1949; Jovchelovitch, 2015). We start by outlining
the theoretical foundation for our argument and reflect on schools
as socio-cultural contexts that socialize children to become creative and
moral agents.We then unpack the relation between creativity, cooperation
and prosocial values with particular reference to studies done in Brazilian
schools. Following this, we propose a tentative set of guidelines for nurturing creativity and cooperation in the classroom. We conclude with a
few reflections on the role of dialogue and reflexivity for enhancing moral
creative behavior. However, before developing these ideas, a more basic
question needs to be addressed first.
values, in particular those associated with cooperation and collaborative
activities. Despite the fact that, in developmental studies and the literature
on education, creativity and values are often treated separately, our
premise here is that both psychological theory and educational practice
would greatly benefit from reuniting them within an integrative framework.
In this chapter, we consider creativity and prosocial values as they
develop within the Self–Other dynamic specific for communal living and
sociability (see Simmel, 1949; Jovchelovitch, 2015). We start by outlining
the theoretical foundation for our argument and reflect on schools
as socio-cultural contexts that socialize children to become creative and
moral agents.We then unpack the relation between creativity, cooperation
and prosocial values with particular reference to studies done in Brazilian
schools. Following this, we propose a tentative set of guidelines for nurturing creativity and cooperation in the classroom. We conclude with a
few reflections on the role of dialogue and reflexivity for enhancing moral
creative behavior. However, before developing these ideas, a more basic
question needs to be addressed first.