Developing Curriculum and Courses Using Systems Centred Learning (SCL)

This chapter takes these ideas and introduces a model we believe helps in educating higher education students for creativity. This model, given the emphasis that we have placed on it in this narrative, is based, of course, on the systems model of creativity but adapted for the educational setting by Michael Meany. His paper, ‘Creativity and Curriculum Design: An Integrated Model’ (Creativity and curriculum design: An integrated model. In F. Martin (Ed.), Refereed Proceedings of the Australian and New Zealand Communication Association Conference 2017 – Communication worlds: Access, Voice, Diversity, Engagement. ISSN 1448–4331. http://www.anzca.net/conferences/past-conferences/, 2017), which we have drawn on here, sets it out in full. We have used this model as a framework to educate our students for creativity and it has begun to be adapted successfully in a few cross-cultural settings that we believe indicates its more general applicability across other institutional and sociocultural settings around the world. Just as Anna Craft’s work was strongly centred on the UK context and ‘her work always approached the problem with an eye to the global context’ (Harris, Creativity and education. Basingstoke: Palgrave Macmillan, 2016, p. 12), we also feel our work is ‘applicable to diverse contexts’ (ibid.). For us, designing a curriculum based on the systems view of creativity takes account not only of a broad range of pedagogies, but more importantly, focuses on the intersections between creative agents, in this case our students, and the broader social and cultural contexts they intersect with as we ‘create and maintain the conditions in which creativity can thrive’ (Lucas, Creative teaching, teaching creativity and creative learning. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in education. London: Continuum, 2001, p. 35) using a Systems Centred Learning (SCL) approach devised from within a particular higher educational setting.