Final Glossary

 

Innovation

Original Definition:

Innovation stems from the Latin innovare, meaning “to renew” or “to make changes.” I think innovation is the process of improving or updating something that already exists. Innovation does not mean than creating something entirely new, rather, it is about enhancing a product, system, or practice to make it more effective.

Revised Definition:

Innovation is the purposeful transformation of teaching and learning through reflective change. This is often informed or influenced by historical, cultural, and relational contexts and can cultivate hope, build community, and prepare learners for a better future in response to evolving societal and global needs.

Reflection:

When I first defined innovation, I viewed it as improving something that already existed to make it more effective. At its core, I still believe this is true, however, my definition lacked elements to make a complete and holistic. Throughout this course, my perspective of innovation has shifted as the literature helped me see that innovation in teaching and learning is begins with a shift in perspective about why we choose to make changes in the first place. In Bourd’s article “Pedagogy of hope: global learning and the future of education. International Journal of Development Education and Global Learning,” innovation revolved around hope and how we need to be optimistic for a better future. Innovation can be a “purposeful transformation” if it is rooted in hope and believe that our students deserve a better future. In addition, The literature also made it clear that innovation is relational. Toulouse (2008) and Ball (2004) reminded me that educational change happens in community, and that cultural awareness and connection are essential. This shifted my definition away from individual innovation toward shared understanding and collective movement. Finally, reading Tomkins (1981) and Martin (1991) helped me see how innovation reflects the world around us. Educational change doesn’t happen in isolation, it responds to shifting social values, global trends, and evolving needs. Altogether, these insights helped me craft a definition that combines elements from the literature this term.

Creativity

Original Definition:

To create is to bring something new into being, to produce something novel, unique, or original prior to its creation” (Badran, 2007).

Revised Definition:

Creativity is the process of generating meaningful ideas or actions through inquiry, divergent thinking, and inclusive learning environments. It involves cultivating classroom cultures where students explore possibilities, question assumptions, and construct original understandings.

Reflection:

My original definition of creativity emphasized novelty and bringing something new into existence. While this idea is still part of my understanding, the course broadened my perspective and shifted creativity away from being solely about producing original work. Instead, I began to see creativity as something relational, cultural, and being made from the learning environment itself. One shift came from Osborne’s (2012) emphasis on inquiry‑based teaching. This moved my thinking from viewing creativity as an individual act of originality to understanding it as a process of questioning, exploring, and constructing meaning. Creativity became less about “making something new” and more about “discovering new possibilities,” especially through student‑driven inquiry. Another important influence was the work of Toulouse (2008), which highlighted the role of inclusive spaces in fostering creative expression. This pushed me to consider how creativity depends on students feeling safe, valued, and free to take risks. In this sense, creativity isn't just a trait or a product, it's something that emerges within supportive and culturally responsive environments. Ball’s (2004) writing on classroom culture also reframed creativity as a communal practice rather than an individual talent. A strong classroom culture encourages collaboration and curiosity, which are conditions that allow creativity to flourish. Finally, Leat and Whelan’s (2023) emphasis on divergent thinking expanded my view of what it means to “be creative.” Creativity in education involves exploring multiple pathways, perspectives, and interpretations. It encourages students to think expansively rather than search for a single correct answer. These insights helped shape a definition of creativity that is less about originality and more about fostering inquiry, inclusion, and possibility within the classroom.

Teaching

Original Definition:

Teaching is an interactive process where an individual facilitates an environment for students to learn. It is both an art and a science. (Rajagopalan, 2019). As an art, it reflects the teacher’s creativity, imagination, and ability to create meaningful learning experiences. As a science, it follows clear steps, uses structured methods, relies on communication, and assessment/feedback to guide learning.

Revised Definition:

Teaching is a relational, culturally grounded practice that guides learners toward deeper understanding and personal growth. It involves inquiry, storytelling, and inclusive learning environments that help students think critically, engage with their communities, and become informed, reflective citizens who can interpret the world and their place within it.

Reflection:

My original definition of teaching emphasized the balance between art and science, but my idea of teaching expanded throughout this course. The literature consistently showed that teaching is not only about delivering content or applying instructional methods. Teaching is fundamentally a relational practice shaped by culture, community, and purpose. Bourd’s (2021) emphasis of hope in the classroom reminded me that teaching involves believing in students’ potential and helping them navigate toward meaningful growth. This made me rethink teaching less as a transfer of knowledge and more as a facilitator of growth and reaching one potential. In addition, Osborne (2012) argued that teaching history is not simply listing facts but helping students think historically which reinforced the idea that teaching shapes how learners interpret the world. His reminder that “history is unfolding around us” highlights the importance of teaching students to be engaged, informed citizens, an important aspect of teaching that my original definition lacked. Hadot’s work added another dimension by framing teaching as helping students become philosophers of their own lives. This idea reframed teaching as a reflective humanistic practice rather than an academic one. Furthermore, the literature on inclusivity influenced my definition, as teaching is relational and culturally grounded (Toulouse, 2008; Ball, 2004). Teaching involves listening to elders, students, and the community and using storytelling, culture, and relationships as foundations for learning. This made me recognize how teaching becomes meaningful when it honours lived experiences. Finally, Leat and Whelan’s (2023) idea of teaching divergently reinforced that teaching is not about moving students toward one right answer but opening space for multiple possibilities. Altogether, these insights helped reshape my definition of teaching into something more relational, reflective, and connected to the broader world students live in.

Learning

Original Definition:

Learning can be understood as an active and ongoing process in which students make meaning, build understanding, and develop new skills through the experiences and environments provided to them. It happens when learners engage with ideas, interact with others, and connect new knowledge to what they already know.

Revised Definition:

Learning is relational and inquiry driven. It happens when students explore real questions, draw on community knowledge, and build understanding in ways that shape who they’re becoming.

Reflection:

My original definition of learning reflected a psychologists view of learning behaviour and skills. This course expanded my understanding of learning in important ways. I began to see learning not simply as a cognitive process but as a relational, inquiry‑driven, and community driven journey that shapes who learners become. Bourd’s (2021) work significantly influenced this shift. His emphasis on learning as preparation for becoming responsible global citizens reframed learning as something with moral and social purpose. Instead of viewing learning as an act of acquiring knowledge, I started seeing it as a process that prepares individuals to participate meaningfully in the world and contribute to the wellbeing of others. Hadot’s framing of learners becoming “philosophers of their own lives” enhanced this perspective. It reminded me that learning involves self‑examination, personal reflection, and the development of one’s identity. Learning shapes how individuals interpret their experiences, understand their responsibilities, and make choices about the kind of person they aspire to be. Leat and Whelan (2023) pushed my thinking further by highlighting inquiry and divergent thinking. Learning is not just absorbing information but asking questions, exploring possibilities, and constructing one’s own pathway of understanding. Finally, Ball’s (2004) emphasis on listening to elders and engaging with community knowledge helped me realize the relational and cultural dimensions of learning. It reminded me that learning is not isolated within the classroom, it is connected to the stories, histories, and relationships that surround students. Together, these insights refined my definition into something more holistic.

References:

Amabile, T., & Brackfield, S. (1990). Social influences on creativity: Evaluation, coaction, and surveillance. Creativity Research Journal, 3(1), 6–21. https://resolver-scholarsportal-info.proxy.queensu.ca/resolve/10400419/v03i0001/6_siocecas.xml

Badran, I. (2007). Enhancing creativity and innovation in engineering education. European Journal of Engineering Education, 32(5), 573–585. https://doi.org/10.1080/03043790701433061

Ball, J. (2004). As if Indigenous knowledge and communities mattered: Transformative education in First Nations communities in Canada. The American Indian Quarterly, 28, 454-479.

Bourn, D. (2021). Pedagogy of hope: global learning and the future of education. International Journal of Development Education and Global Learning, 13(2), 65–78. https://doi.org/https://doi.org/10.14324/IJDEGL.13.2.01

Hadot, P., Simmons, J. A., & Marshall, M. (2005). There Are Nowadays Professors of Philosophy, but not Philosophers. The Journal of Speculative Philosophy, 19(3), 229–237. https://doi.org/10.1353/jsp.2005.0021

Leat, D., & Whelan, A. (2023). Innovative pedagogies in relation to curriculum. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds), International encyclopedia of education (Fourth edition., pp. 132–141). Elsevier. https://proxy.queensu.ca/login?url=https://www.sciencedirect.com/science/article/pii/B9780128186305030220?via%3Dihub

Martin, J. R. (1991). The Contradiction and the Challenge of the Educated Woman. Women’s Studies Quarterly, 19(1/2), 6–27.

Osborne, K. (2012). A history teacher looks back. The Canadian Historical Review, 93(1), 108–137. https://doi.org/10.3138/chr.93.1.108

Rajagopalan, I. (2019). Concept of teaching. Shanlax International Journal of Education, 7(2), 5–8. https://doi.org/10.34293/education.v7i2.329

Sehic, S. (2020). Redefining the definition of learning from an educational aspect. International Journal of Information Research and Review, 7(06), 6940-6942.

Tomkins, G. (1981). Foreign influences on curriculum and curriculum policy making in Canada: Some impressions in historical and contemporary perspective. Curriculum Inquiry, 11(2), 157–166. https://doi.org/10.1080/03626784.1981.11075245

Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research Into Practice, 11, 1–4.