Creativity at the Crossroad Creative Education as Moral Education.docVIP

Creative Education 2012. Vol.3, Supplement, 63-65 Published Online December 2012 in SciRes (http://www.SciRP.org/journal/ce) DOI:10.4236/ce.2012.37B015 Creativity at the Crossroad Creative Education as Moral Education? Sara Nosari Dept. of Philosophy and Sciences of Education, University of Study, Turin, Italy Email: sara.nosari@unito.it Received 2012 The man’s action, thanks to its creative capacities, gave a new order to the reality: the “created reality” does not present simply a different order, but is an authentic transformation. Which criteria had directed this transformation? Which will be the criteria of future transformation? The paper presents two possible ideas about creativity and argues in favor of a creative action educated and directed by an ethical criteria. Keywords: Component; Human Being; Design; Judgment Introduction lar condition. The attention is focused on the endless of chang- ing. The creative action – with the power of its technological version – works with the aim to produce a continuous change. This “productive” creativity enhances its capacity of trans- formation, but sets aside its capacity of improvement. The crea- tive action not always realizes the better transformation: its intervention does not pose the question what is better (or worse). It is become an instrumental creativity having the function to produce new changes. This creative action presents two main consequences: the first concerns the action’s subject; le second, the action’s re- sults. A productive creativity transforms the subject in a “subject of production”. The man is not more the changing author, but a changing maker. In the 1970s, Hans Jonas denounced the danger that threat- ened the existence in the world: the effective range of man’s action had terminated to be small. The power to act, amplified by the advancement of technology, was become able to modify the state of things. The