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Creative Listening as a Driving Force in Explorations of a Subject Matter

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Title: Creative Listening as a Driving Force in Explorations of a Subject Matter
Language: English
Authors: Johan Deltner
Source: Philosophical Inquiry in Education. 2025 32(2):29-43.
Availability: Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Listening, Creativity, Educational Philosophy, Dialogs (Language), Teaching Methods, Interpersonal Communication
ISSN: 2369-8659
Abstract: Listening is a familiar activity in education but has received less interest in the literature than speaking, matching its position in our popular culture, which focuses on freedom of speech and extrovert demeanor. Drawing on John Dewey to understand what characterizes creative listening in educational dialogue, this paper argues that creative listening initiates and prolongs explorations into a subject matter through creative tensions, here described as the interplay between originality and meaningfulness that triggers further inquiries and gives rise to ambivalent experiences within the teacher. Through these tensions, creative listening widens the subject matter and increases the opportunities for teachers and students to connect to the world of the subject matter. To achieve this form of listening, the teacher must artfully navigate the tangle of creative endeavors to facilitate enriched educational experiences for the students. By highlighting creative listening as a subtle but powerful force in educational dialogues, this paper strives to emphasize and expand the role of listening in education, promoting an understanding of the way silent communications aid complex forms of knowing. [Note: The volume and issue numbers (v33 n1) shown on the PDF are incorrect. The correct volume and issue numbers are v32 n2.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489660
Database: ERIC
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  Data: Listening is a familiar activity in education but has received less interest in the literature than speaking, matching its position in our popular culture, which focuses on freedom of speech and extrovert demeanor. Drawing on John Dewey to understand what characterizes creative listening in educational dialogue, this paper argues that creative listening initiates and prolongs explorations into a subject matter through creative tensions, here described as the interplay between originality and meaningfulness that triggers further inquiries and gives rise to ambivalent experiences within the teacher. Through these tensions, creative listening widens the subject matter and increases the opportunities for teachers and students to connect to the world of the subject matter. To achieve this form of listening, the teacher must artfully navigate the tangle of creative endeavors to facilitate enriched educational experiences for the students. By highlighting creative listening as a subtle but powerful force in educational dialogues, this paper strives to emphasize and expand the role of listening in education, promoting an understanding of the way silent communications aid complex forms of knowing. [Note: The volume and issue numbers (v33 n1) shown on the PDF are incorrect. The correct volume and issue numbers are v32 n2.]
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