Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school

Jeremy Roschelle,Quinn Burke

doi:10.1186/s41039-019-0107-2

Jeremy Roschelle, Quinn Burke

Open Access

https://doi.org/10.1186/s41039-019-0107-2

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Abstract

In this commentary on Interest-Driven Creator (IDC) theory, the authors reflect on the proposed three-step cycles of (i) sparking students’ interest, (ii) fostering individual creativity, and (iii) inculcating lifelong learning habits. Each component of IDC theory pulls together a wide span of prior research and emphasizes active roles for students. Although the context of IDC as a prototype for educational reform is K-12 Asian classrooms, we note that some US schools are also mired in a focus on test scores. This is especially true among the US most struggling, low-income schools, where a lack of electives and afterschool programs correspond to diminished student perceptions about their own autonomy as learners and their future creative potential. Thus, while IDC is an important provocation for curricular reform in Asia, there is also the need to broaden its scope and begin to explore the potential of IDC as a leadership tool beyond Asia. The wider learning sciences community, the commentary concludes, is uniquely suited to support such an extension, and there are many opportunities for productive international collaboration.

Highlights

In Democracy and Education, Dewey (1916) conceptualized education in a context of change
Dewey’s perspective is still relevant, the twenty-first century is requiring more and different skills than the twentieth century—a healthy society will require a broader base of citizens who are perpetually self-motivated, creative, and committed to lifelong learning
Interest-Driven Creator (IDC) appears to be a liberal education philosophy, as it aims to help the individual to pursue learning and engagement grounded in their own unique individuality to prepare broadly to be a citizen of a cosmopolitan world (Bereiter, 2002; Kimball, 1986). We find it notable that the IDC authors highlight not just “having interests” but more important “doing interests.”

Summary

Introduction

In Democracy and Education, Dewey (1916) conceptualized education in a context of change. The IDC authors imagine a future population where children develop the internal processes to sustain effort and engagement as the habits of a lifelong innovator—people who do not merely consume technology, and create it (Yadav, Hong, & Stephenson, 2016).

Results

Conclusion