Kreativnost kao moć odgoja: ka transformativnim kreacijskim kompetencijama univerzitetskih nastavnika
Creativity as a power of education: towards transformative creative competences of university teachersa

Summary/Abstract: Today, it seems more than ever, it is necessary to return man to his creative essence/nature. The family and the school/university are finding it harder and harder to resist the mostly autocratic market/political “values”/pressures, where human creativity is observed and educationally/curricularly situated as a case and “pendant”, and not the fundamental outcome/condition of any individual and social growth and development . Creativity is one of the key challenges and preventive factors of various social malformations/destructiveness where aggressiveness, as an already established way of “communication” in various forms and modalities, takes on worrying proportions and often results in disastrous consequences. Creativity, the need to create something new and useful, is the core of human (curious) nature. Schools should imperatively encourage it, thus preparing creative and innovative members for today’s already largely transitional globalized society, labor markets, and life in general. Our universities, as higher education institutions, crucially important and responsible organizations within the educational system, through various program contents and activities, implicitly encourage the creativity of teachers and associates. However, this does not exclude the need to develop an explicit, creative university agenda aimed at strengthening the creative competencies of the academic staff. Hence, the goal in this paper is to present and explain the goal, expected outcomes and thematic units-content of an educational, psychologically based agenda, searching for possible answers to the question about the key creative competencies of university teachers and associates as nurseries and sowers of authentic models of human creativity. The results, based on theoretical and comparative analysis, point to transformative creative competencies: generating, elaborating and connecting ideas, creative problem solving and original work. The work is also an appeal for the establishment of university qualification creation standards and a call for continuous theoretical and empirical questioning of intradisciplinary and interdisciplinary connections, especially psychology and pedagogy on the way to systematic encouragement of human creativity as a barrier to human destructiveness and (re)affirmation of the power of (institutional) education.

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