Creativity as a transcendental-activist Characteristic of the Individual

Sa？etak The aim of this paper is to clarify the notion of a transcendental-activist creativity as well as to consider the possibilities and preconditions for its realization in the educational process. The paper begins with the description of the 'image' of pupil’s nature that is considered necessary for the practical realization of this form of creativity. The experience of human non-completion and the possibility of continuous development is emphasized. Dialogue, as a method of practical realization of transcendental-activist creativity, is understood as an open expression and sharing of one's own thoughts, ideas and aspirations with other people without hiding and fear of possible failures or unpleasant experiences. Since the institutionalized educational process takes place in the classrooms, the classroom is described as a shared space of hope which enables democratic engagement and struggle for changes in the context of the wider shared spaces of democratic and activist action. Democratization of classrooms, which is a necessary element of transcendental-activist creativity, creates a climate that sets the necessary conditions for discussion of social issues, crossing of preconceived boundaries and critical questioning of dominant neoliberal discourse. Dialogue as a medium and a dialogic approach as a method of creative agency is directed to the reversal of the effects of a traditional elitist concept of creativity that is treated isolated from a wider society and addressed exclusively to particularly talented individuals. The author feels that it is unlikely that in the near future a change in the dominant conception of creativity in the educational process will occur and therefor creativity will continue to be predominately defined a transformation of the existing. Reasons for this state of affair are situated in the dominant economic and political mode of organization of the society as a whole, and the educational system as a one of social subsystems