The Review 2004

T H E R E V I E W 2 0 0 4 9 Creativity and Learning apid changes in knowledge and technology have placed new demands on universities and their students in recent years. Knowledge for its own sake is no longer enough. Rather, graduates need to be able to think creatively – to analyse and use knowledge, and be engines of growth and progress. Employers are seeking creativity and lateral thinking when hiring, and expecting universities to produce the kind of graduate who can meet this demand. As a result, the nature of teaching and learning has shifted. Universities, including this University, are giving greater importance to student-centred learning and whole- person development, both in the classroom and through extracurricular activities. Creativity requires thinking outside the box – beyond the analytical and critical thinking traditionally followed in academia – to produce a positive outcome. This cannot happen in a vacuum. People need stimulation, awareness of the past and self-discipline in order to be creative and productive. Most importantly, they need opportunities to step outside their chosen discipline or environment, and consider other points of view. The University has provided such opportunities in several ways. In terms of the curriculum, most new programmes now are interdisciplinary and students have greater flexibility to combine disciplines. For example, in the Bachelor of Journalism course that was introduced in 2003-04, students spend 70 per C reativity and L earning “ Education is not what it is said to be by some, who profess to put knowledge into a soul which does not possess it, as if they could put sight into blind eyes. On the contrary… the soul of every man does possess the power of learning the truth and the organ to see it with.” The Republic, Plato R