Abstract

How I have arrived at a notion of knowledge transformation, through exploration of my three roles, as creative writer, creative educator, and Head of Department.

My aim in this thesis is to explore the evolution, meaning, and practice of a 'living theory' of creativity which I call 'knowledge transformation'. In brief, this theory poses the idea that learning which is 'educational' leads to positive change of both the learner and what is learnt. My premise is that 'education' informed by this view of learning, will involve the capacity to respond to challenge, change, self and other: and will lead to positive 'transformation' of some kind, spiritual, intellectual, practical or experiential. My belief is that 'knowledge transformation' as a dynamic notion of learning, impacts upon all educational processes: curriculum, syllabus, materials, tasks and assessment. I aim to demonstrate its impact with reference to all these processes. My journey towards and with this theory draws on my experience of three personae: the writer, the educator and the educational manager - and explores the shared belief systems, and the strategies for 'knowledge transformation', that have informed each of them.

By listening to the voices of writer, educator and manager, (as well as my own students and colleagues) I aim:

• to examine the belief systems, both subliminal and explicit, that inform and connect each of these roles
• to explore problem-solving strategies in each of these, by using a range of case studies, projects and critical incidents as starting points
• to identify those strategies which appear particularly robust, effective and transferable, and in so doing, examine the very nature of creativity
• to consider how far these qualities are transferable, teachable and measurable in educational contexts, arriving at a notion of 'scaffolded creativity'
• to arrive finally at a theory of learning that I call 'knowledge transformation', and which represents an aspirational contribution to the discussion of what it means to be 'educational'.