Reconceptualising creativity in technology education through the philosophical lens of the ‘encounter’

Abstract

This thesis explores the evolving conceptualisation of creativity in education and its intersection with contemporary technology education, proposing a rethinking of creativity through philosophies of the encounter in the culmination of a more relational, contingent, and dynamic framework. The study is structured in four parts. Part 1 (Chapters 1–3) establishes historical foundations, through an Introductory Chapter (Chapter 1), tracing the history of creativity from antiquity to the 20th century (Chapter 2) and mapping the development of technology education in England (Chapter 3), while providing initial working definitions. Part 2 (Chapters 4–5) examines contemporary challenges reshaping both fields; Chapter 4 analyses institutional tensions around creativity, including its commodification in policy, while Chapter 5 investigates disruptions in technology education through Covid-19 and the rise of Generative AI (GenAI), prompting a reframing of earlier definitions. Part 3 (Chapters 6–7) develops a theoretical approach through philosophies of the encounter, positioning creative encounters as transformative educational experiences. This lens redefines creativity in technology education as emergent through dynamic interactions rather than fixed constructs. The thesis culminates in Part 4 (Chapters 8-9) with the Creative Encounter Pedagogical Framework (CEPF) (Chapter 8), which integrates reconceptualised definitions and practical applications. Three educational scenarios demonstrate the CEPF; arts in hybrid/virtual spaces, the critical use of AI in English lessons, and teaching History via social media. Finally, Chapter 9 concludes by advocating for a philosophical reconsideration of creativity, urging educators to focus on relational, encounter-based approaches. The CEPF serves as a starting point for fostering criticality, expression, and communal reciprocity in an increasingly digital and uncertain educational landscape. By grounding creativity in encounters, this thesis challenges static institutional assumptions and offers pathways for more adaptive, meaningful pedagogy.

Date of Award	8 Jan 2026
Original language	English
Awarding Institution	University of Winchester
Supervisor	Adrian Skilbeck (Supervisor) & Caroline Stockman (Supervisor)