La fenomenología del pensamiento creativo en Matthew Lipman

  1. Juan José Medina Rodríguez 1
  2. María Isabel Rodríguez Peralta 1
  1. 1 Centro de Magisterio La Inmaculada
Journal:
DOCREA

ISSN: 2174-7822

Year of publication: 2017

Issue: 6

Pages: 105-117

Type: Article

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Abstract

Lipman proposes, in his philosophy program for children, a phenomenological immersion in the processes of thought for his systematic education. Creative thinking must be made compatible with critical-logical and careful-solidary thoughts. Before the disorder, problem or doubt the subject manifests perplexity, wonder; and it is this situation that moves him to solve this situation in a creative way, inventing and investigating possible original, imaginative, novel responses that contain the main aspect of every work of art: that it has a global coherence, whether holistic or holistic. In this way creative thinking must be based on independence and experimentation to produce self-transcending with an expressive, surprising result, which multiplies the generation of meanings in the receiving subject through similes, analogies or metaphors. Creative thinking through the research process should know how to combine the new thoughts with the old ones, causing the former to gain value. The transgressor, defiant aspect of art is fundamental, just as its maieutic aspect, as enhancer of new meanings, new answers, new passions. The educational key of creative thinking lies in the research community through collective dialogue where the educator infects, stimulates interaction, the new metaphor.

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