Creativity in Standardized Systems: Sub-Creation as Pedagogical Resistance
DOI:
https://doi.org/10.63385/cces.v1i1.142Keywords:
Sub-Creation, Creative Pedagogy, Pedagogical Resistance, Educational Policy, Psychological Sanctuaries, Yutori-KyoikuAbstract
This study examines how J.R.R. Tolkien's theory of sub-creation can address contemporary creativity constraints in education, using Japan's failed yutori-kyoiku reforms and Italy's struggles with standardized assessment as comparative cases. The research asks: How can structured imaginative engagement provide culturally responsive alternatives to institutional creativity deficits? Using qualitative-interpretive methodology that combines narrative literature review with hermeneutic-phenomenological analysis, this study analyzes educational policies, empirical research, and cross-cultural practices across Japan and Italy. Findings reveal three critical insights. First, Japan's yutori-kyoiku failure stemmed from attempting broad structural changes without accounting for cultural values—sub-creation offers focused pedagogical tools that operate within existing frameworks while honoring relational creativity practices. Second, Tolkien's "Secondary Worlds" function as psychological sanctuaries that foster structured meaning-making rather than digital fragmentation, with measurable benefits for emotional regulation and cognitive flexibility. Third, successful creative education requires culturally embedded approaches: Japan's collaborative world-building practices (manga fandom, monogatari traditions) and Italy's humanistic legacy provide scaffolding for sub-creative pedagogies that transcend Western individualistic models. The research demonstrates that practices like manga fans' "what-if" scenarios and tabletop role-playing games serve as psychological sanctuaries, supporting creative agency within institutional constraints. Rather than requiring systemic overhaul, sub-creative frameworks can transform classrooms into collaborative "world-building" spaces. These findings offer educators and policymakers practical alternatives to failed approaches, positioning structured imaginative engagement as a bridge between standardization pressures and creative development across diverse cultural contexts.
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