Reconceptualization of Concept-Based Inquiry in Creativity Education: focusing on Bruner’s narrative

Abstract

Purpose: The purpose of this study was to reconceptualize concept-based inquiry in creativity education based on Bruner's narrative. Methods: This study discusses the reconceptualization of narrative-based, concept-based inquiry learning in creativity education using ampliative criticism, which is one of Short's (1991) philosophical inquiry methods. The ampliative criticism was integrally discussed in accordance with syntopical reading. Results: Concept-based inquiry promotes students' authentic understanding based on concept, inquiry and questions. Moreover the progress of the students' concept formation is similar to creating meaning through narrative and applying it to life. Therefore, this study reconceptualizes Bruner's narrative as a student's concept inquiry process. Conclusion: As a result, narrative-based, and concept-based inquiry-learning suggested the possibility of narrative thinking, narrative schema, and narrative self. Also, Bruner's narrative is an important means for exploring creativity education.