TRADITION LEARNINGCREATIVE LEARNING
The relation between teacher and the student is one-sidedThe relation between teacher and the student is reciprocal
The child participates passivelyThe child participates actively
The child must learn the lesson, must understand it and probably memorize it etcThe child wants to participate, understand and master the lesson
The learning object is one more dull and useless thing we have to learn ( Quantitative handling of learning )The learning object is a new field for exploration and adventure. It invites the child to a journey. It is considered to be one more opportunity to have fun, to learn and be social in the class ( Qualitative handling of learning )
Penalty and punishment are functional elements of learningPenalty and punishment are out of use
The teacher is the authority, is a GodThe teacher is a friend, a fellow - traveler in the education adventure, a guide in the paths of knowledge
Feelings such as: awe, fear, timidity, contraction of the expression facility and /or servility /submission approach, may emanate from such a relation between teacher and studentEagerness for cooperation, exchange of news, making suggestions and inspiration may emanate form such a relation between teacher and student
The child comes alone face to face with the learning object. It will master it by learning it or will abandon it because it’s difficult and incomprehensibleThe child - together with the rest of the children and the teacher - comes face to face with the learning object. There is no question of winner or loser.
The child has to learn what others have chosen for him, it does not feel the need to learn, he finds no reason and therefore it is not his goal “ I will be a literature teacher, I do not need maths”.We create the need to the children to participate in something that they care about and it is their creation. He cares to know, to understand, to learn. He feels the need to analyse, compare in order to solve the imaginative problem or to find an answer on a dilemma.
The children receive sterile knowledge outside of the human context (parroting and memorising), the basis of the knowledge, man, is abolished.Knowledge is not simple, black marks on a piece of paper or a book but is put back on its real dimensions: knowledge has to do with situations, relationships and right there we can appreciate and implement and try it.
Children have to learn vague, general, out of context terms and meanings which they cannot understand because they are not related and connected to their human context of life.The ideas and the meanings are interrelated with particular physical and emotional actions in which children participate, and the children can perceive them in the human context.
Children are not given opportunities to negatiate and discuss the knowledge they have recievedAfter every creative process we give time to the students for dialogue and reflection and evaluation of the knowledge they received within this process.
The system promotes only the intellectual, mental activitiesChildren are mentally and emotionally involved and engaged in the process of learning and this allows them not only to care about it but to want to develop it as well.