The Maieutics of Creativity

Writing and Rewriting for a Pedagogy of Meaning-Making

Authors

DOI:

https://doi.org/10.4454/graphos.166

Keywords:

narrative learning, creative writing, rewriting, aesthetic experience, metareflection

Abstract

This article explores creativity as a formative faculty activated through writing and rewriting. Within a pedagogical, hermeneutic, and aesthetic framework, writing is interpreted as a practice of emergence and configuration of experience, while the rewriting of texts is understood as a device for cultural appropriation and vivification. By analyzing interdisciplinarity, the essay demonstrates how the encounter with literary through creative writing alterity allows humanities to react, fostering emotional literacy and meta-reflection. The practice proposals show how content learning, inner formation, and transferable skills can converge within a single educational practice capable of addressing contemporary challenges. Creativity thus emerges as a lever for identity-building, transforming symbolic heritage into a vital infrastructure for navigating the complexity of the present.

References

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Published

2026-10-05

How to Cite

Martini, G. (2026). The Maieutics of Creativity: Writing and Rewriting for a Pedagogy of Meaning-Making. Graphos. International Journal of Paedagogy and Didactics of Writing, 9(1). https://doi.org/10.4454/graphos.166

Issue

Vol. 9 No. 1 (2026)

Section

Essays

License

The journal will provide open access to its contents. The content is released under a CC BY-NC-ND 4.0 licence (Attribution-NonCommercial-NoDerivatives 4.0 International).