This article puts forward a situated model of creative learning. Most educational studies on creativity tend to concentrate on explaining the relation between teaching and creativity while keeping learning as a secondary concept. However, it has been stated that it is likely that teaching creatively leads to creative learning, suggesting that there is a need to describe the concept of creative learning and to analyse its possible constituents. Accordingly, this presentation introduces an empirically based and theoretically informed model of a creative learning community. The model is based on three key concepts or learning principles which can take different forms in particular settings and social practices. These are respectively: (1) Immersion in the topic of interest, in traditions and in the subject matter, (2) Experimentation and inquiry learning and (3) Resistance from the material of interest. As a theoretical point of departure, this presentation will outline a situated model of creativity and learning, and following this, will introduce a model of creative learning. This presentation will include several empirical examples. In the final part, the model will be discussed in relation to the concept of creative teaching.
European Educational Research Journal, 2014, Vol 13, Issue 1, p. 107-116