DOCUMENTING SOCIAL CREATIVITY IN EDUCATIONAL INSTITUTIONS DURING THE WAR IN UKRAINE
DOI:
https://doi.org/10.32782/NPU-VOU.2024.3(94).04Keywords:
social creativity, phenomenology, education in war conditions, existential crisis, innovative practices, community solidarityAbstract
This article presents a phenomenological study of social creativity in Ukrainian educational institutions during the war that began on February 24, 2022. Involving 153 participants from ten regions, the study examines how teachers and students transformed the existential crisis of war into an opportunity for innovative reimagining of the educational process. Drawing on the philosophical concepts of Husserl, Heidegger, and Merleau-Ponty, the study identifies key themes of sustainability and innovation born of necessity, but most importantly, it underscores the crucial role of community solidarity in these transformative practices. The results show that social creativity appeared as an intentional act of consciousness aimed at constituting new meanings and practices under radical uncertainty. Through creative practices, educators and students have transcended limitations, reclaiming the authenticity of being and strengthening the community. The study emphasizes the critical role of creativity as a fundamental characteristic of human existence, which allows not only to adapt to the crisis, but also to rethink and transform the educational system. The insights gained are important for the development of education in fragility and provide valuable lessons for societies facing similar challenges.
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