Posthuman Creativities: Democratizing Creative Educational Experience Beyond the Human

Abstract

This chapter explores the urgent relevance of posthumanist theory and practice for democratizing creative educational experiences in 21st-century schools, universities, and informal learning environments. Posthumanism challenges the myopic centering of the human in creative education in an age of climate change, artificial intelligence, and zoonotic disease, where nonhuman agencies are intricately imbricated in human cultures and lives. Using a cartographic methodology, the chapter critically maps key theories and debates in posthumanist creativity studies across four substantive fields of inquiry: (a) process philosophy, (b) affect studies, (c) place-based education, and (d) creative ecology. Drawing links between theoretical concepts and practical examples of creative experience across formal and informal education contexts, the chapter scopes an alternative agenda for critical studies of creativity in light of the posthuman turn.

Designing a Green-School Education Model of Community Development in Rural Areas

“…Formal education which has been carried out with government policies, support, and standardization needs to also be equipped with acceleration, creation, and innovation of concepts. And then programs and implementation of educational curricula that prioritize the development and preservation of the potential of local resources, local wisdom, and the benefit of local communities [40][41] [42][43] [44][45] [46] . So that the orientation of education in addition to achieving the target of external achievement or output in the form of mastery of knowledge (cognition), but also achieving a strong, creative, and innovative mental attitude, motivation, and mindset (mindset), then can have skills or expertise (skills) that produce results.…”