Creaducation: A Focus on Dynamic Education for Development in Uganda
In discussing creaducation as a new focus forming a critical part of dynamic education for development in Uganda, this discourse builds on the work of five key theorists namely: Sternberg and Lubart (1995); Csikszentmihalyi (1996); and Levinger (1996); McClelland (2015), to propose an education pathway that will propel us to development on our African continent and specifically in Uganda. Creaducation is prescribed as a new type of education that focuses on, and awakens the creativity of a learning individual to metamorphose into “a development individual”. This education aims to hone within an individual, the tools that will be fundamentally contributory to the development endeavours in our country and elsewhere. Creaducation arouses, creates, and invigorates the latent elements within an individual to begin a fathomable process of creative thinking, problem solving, process improvement, and to actions leading to self-betterment and community development. This form of education calls forth the latent genie that lies within us, to a perpetual unleashing of creative works of profundity and brilliance.
KEY WORDS: creaducation, maleducation, partagogy, creativity, field, domain, imagination.