Creativity and the Standard's Question
DOI :
https://doi.org/10.11575/jet.v15i2.43900Résumé
The arguments of three cri tics of attempts to expand children's creativity in the classroom are examined. While flaws in theory and practice are admitted , it is maintained that the critics apply standards to creative education that are not applied to general classroom teaching, and that there is a tendency to select from inferior practices and overrestricted examples to support the ircriticism.
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