創作實務與研究：創造性學習的途徑

Creative Practice and Research: The Learning Approach in Creativity

本研究目的是探討創作實務與研究間的動態關係。在概念分析方法下，指向近年來創作、研究與實務概念間的關係及其相應行動的爭論。結果發現，(1)概念間差異源於理論在創作實踐中主客體的角色，(2)但在目的上共享精神性發展的智識。(3)創作作品，在合適方法及適時反思下，能整合創作實踐的研究過程，可視為創造性的學習途徑。
本研究之結論，將創作品視為學習通用形式，創作實踐則從單一作品中轉化各種經驗與知識，幫助學習者發展出一種「新認識論」的智識空間。因此，本研究提出創作實務與研究，可視為表現性的學習策略，用於議題取向之內容脈絡的思考與行動，學習者在智識空間內產生豐富具生產性的移動。此外，創作論述給予非語言（視覺、聽覺等）與語言相同的重視，可用於整合學習者的創作實務與研究過程的經驗。整體來說，對教育場域而言，有助於發展樂於創造的學習氛圍，以及個人與社群間的創造性文化。

The purpose of this study is to point out the dynamic interplay between creative practice and research in the creative education. In a conceptional analysis, indicating recent debate around the concepts of relationship of “creation” “practice” “research” and following appropriately actions. The study has results, including: (1) the difference, in those conceptions, arguing the role of subject/ object of theory in the creative practice. (2) but those share similar purpose on intelligence of spiritual development. (3) it’s importance of locating a suitable methodology to adequately reflect the integrated research process of creative practice in creation as well as creative learning approach is underlined.
The study concluded that, creation, a versatile form of learning that accommodates multiple experience and knowledge in a single work, has been proposed as intelligence space for a “new epistemology”. It’s adoption of a performative learning strategy that reflects both the content and context of the issue-oriented thinking and action can be a productive move and put forward alternative routes. Creative discourse integrated learner studio practice into research process, giving equal weight to the non-verbal (visual, audio) and the linguistic. In the sum, it’s important to develop learning atmosphere to create and enhancement creative culture between personal and communities in educational field.