Saturnino Torre

Saturnino de la Torre
Born
Saturnino de la Torre

(1941-10-16) October 16, 1941[1]
Valladolid, Spain[2]
CitizenshipSpain
Alma materUniversity of Barcelona
OccupationsEducator; university professor; writer
EmployerUniversity of Barcelona
Known forCreative pedagogy; Analogical Creative Dialogue (DAC); film-based pedagogy in higher education; sentipensar (feeling-thinking); International Network of Creative Schools (RIEC); VADECRIE instrument
Websitewww.saturninotorre.es

Saturnino de la Torre (born 16 October 1941) is a Spanish educator and university professor whose work has addressed creativity in education, teacher training and curriculum innovation. Since 1974, he was a member of the University of Barcelona’s Faculty of Education, where he taught subjects related to educational innovation and creativity.[3] He has published academic work about educational methods which include Analogical Creative Dialogue (DAC) and the use of films as teaching tools in higher education and the creation and theoretical foundation of the concept Sentipensar (Feeling-thinking), developed in collaboration with Brazilian researcher María Cándida Moraes.[4][5][6][7][8][9][10]

Early life and education

De la Torre completed a licentiate in Philosophy and Educational Sciences at the University of Barcelona, where he later pursued graduate study in the same field. In 1980 he earned a doctorate at the University of Barcelona with the dissertation Creatividad: medida del pensamiento divergente (Creativity: measuring divergent thinking).[11] The thesis delved into divergent thinking measurements, which will remain a recurring topic in his subsequent writing on creativity, innovation, and educational practice.[4][12]

Academic career

A professor in didactics and school organization at the University of Barcelona, De la Torre taught courses connected to educational innovation and creativity.[4][3] In that context he coordinated the Grupo de Investigación y Asesoramiento Didáctico (Research and Didactic Advisory Group, GIAD), a research and advisory group in the Faculty of Education that served as a platform for projects on creative pedagogy, teacher development and classroom resources. The group focuses its attention on creativity as a resource for improving education.[21][13][14][8] He later developed both theoretical and applied models of creativity, including the systematization of creative stimulation strategies under the concept of creática.[23] He also formulated the interactive psychosocial theory of creativity in the work Comprender y evaluar la creatividad.[13][14][8]

Research and ideas

Analogical Creative Dialogue (DAC)

In 2006 De la Torre presented the DAC model as a structured classroom dialogue that invites students to generate analogies and build shared meanings as part of learning and assessment.[4][7] It has been discussed as one component within his broader interest in strategies for innovative teaching.

Film as a formative resource

De la Torre promoted the Seminario de Cine Formativo (Training Film Seminar) through his work at GIAD which supported the Faculty of Education initiative that began in the mid-1990s. The seminar ran from 1995 until 2020, when it closed due to the pandemic. as a continuous educational program which used commercial films to teach values and help students learn to think critically in higher education.[5][15][16][8]

Sentipensar

De la Torre and María Cándida Moraes developed sentipensar, which combines emotional and mental learning through their educational system. The term and its theoretical framing were presented in 2002 and later expanded in the book Sentipensar. Fundamentos y estrategias para reencantar la educación (Sentipensar. Foundations and strategies to re-enchant education) (2005).[6][17][9] Subsequent literature in Spanish and Portuguese has applied sentipensar as a conceptual lens in teacher education and eco-formation.[18][10]

Interactive psychosocial view of creativity

De la Torre has argued for an "interactive and psychosocial" approach to creativity in education, combining personal, processual and contextual dimensions. This perspective was developed in the edited volumes Comprender y evaluar la creatividad (Understanding and assessing creativity) (2005–2006).[19][20]

ORA model

An earlier line of work presented the ORA model (Observar, Relacionar, Aplicar (Observe, Relate, Apply)) as a simulation-based procedure to turn everyday stimuli—including media and film—into structured learning tasks.[21][22]

International Network of Creative Schools (RIEC) and VADECRIE

In 2012, at the IV International Forum on Innovation and Creativity held in Barcelona, De la Torre proposed creating the Red Internacional de Escuelas Creativas (International Network of Creative Schools, RIEC), later formalized as an association (ADEC) in Spain in 2018.[23][24][25] He developed his creative school assessment framework through his work on the Creative educational institutions. Instrument to assess the creative development of educational institutions (VADECRIE) which he created to measure institutional development in creative schools. The framework has been applied to various research studies since its creation.[26][27][28]

Human (psycho-pedagogical) pollination

In later work, De la Torre created the metaphor of "psycho-pedagogical pollination" to describe processes that connect individuals and institutions to catalyse constructive change in eco-formative settings. He describes it as the process through which we share, connect, bring to life, and cultivate constructive change. The idea was fully elaborated on in the 2019 monograph and further expounded upon in subsequent literature.[29][30]

Honours and recognition

  • The III International Meeting on Creativity and Education which took place from October 28 to October 30 in 2004 at Simón Bolívar University Caracas was dedicated to him as a tribute.[34]

Selected works

Catalogues list more than fifty book titles under his name; the following is a selection:[35][36]

  • Estrategias de simulación: ORA, un modelo innovador para aprender del medio (Simulation strategies: ORA, an innovative model for learning from the environment). Barcelona: Octaedro, 1997.[37]
  • Dialogando con la creatividad. De la identificación a la creatividad paradójica (Dialoguing with creativity. From identification to paradoxical creativity). Barcelona: Octaedro, 2003.[38]
  • Comprender y evaluar la creatividad (Understanding and assessing creativity) (2 vols.). Málaga: Aljibe, 2005–2006.[39]
  • Sentipensar. Fundamentos y estrategias para reencantar la educación (Sentipensar. Foundations and strategies to re-enchant education). Archidona (Málaga): Ediciones Aljibe, 2005.[40]
  • Instituciones educativas creativas. Instrumento para valorar el desarrollo creativo de las instituciones educativas (VADECRIE) (Creative educational institutions. Instrument to assess the creative development of educational institutions (VADECRIE)). El Ejido: Círculo Rojo, 2012.[41]
  • Polinización psicopedagógica. Bases para la ecoformación (Psycho-pedagogical pollination. Foundations for eco-formation). Almería: Círculo Rojo, 2019.[42]

See also

References

  1. ^ "Autoritats UB: Torre, Saturnino de la (record)". Universitat de Barcelona (CercaBib) (in Catalan). Retrieved 2026-01-26.
  2. ^ Sanchís, Ima (2011-03-09). "Cuando a una persona se la reconoce, crece". CGT Ensenyament (in Spanish). Retrieved 2026-01-26 – via La Vanguardia.
  3. ^ a b Sanchís, Ima (2011-03-04). "Cuando a una persona se la reconoce, crece". La Vanguardia (in Spanish). Retrieved 2026-01-26.
  4. ^ a b c d de la Torre, Saturnino (October 2006). "El diálogo analógico creativo: una estrategia de aprendizaje y evaluación integrador". Qurriculum. Revista de Teoría, Investigación y Práctica Educativa (in Spanish) (19): 59–75.
  5. ^ a b Rajadell-Puiggròs, Núria (December 2019). "El Seminario de Cine Formativo de la Facultad de Educación de la Universidad de Barcelona" (PDF). EARI Educación Artística: Revista de Investigación (in Spanish). 10: 303–312. doi:10.7203/eari.10.13904.
  6. ^ a b Moraes, María Cándida; de la Torre, Saturnino (2002). "Sentipensar bajo la mirada autopoiética o cómo reencantar creativamente la educación" (PDF). Creatividad y Sociedad (in Spanish) (2): 41–56.
  7. ^ a b "Diálogo Analógico Creativo como estrategia Creativa – Facultad de Educación". Universidad de Concepción (in Spanish). 2017-08-18. Retrieved 2026-01-26.
  8. ^ a b c "Arranca la XXI Semana de Cine Formativo en la Facultad de Educación". Universitat de Barcelona (in Catalan). 2015-11-16. Retrieved 2026-01-26.
  9. ^ a b González, Montserrat (2006). "Reseña de Sentipensar. Fundamentos y estrategias para reencantar la educación". Profesorado. Revista de Currículum y Formación del Profesorado (in Spanish). 10 (1).
  10. ^ a b González-Grandón, Ximena A.; Suárez-Gómez, Ainhoa (2023). "Hacia una pedagogía fenomenológica del sentipensar". Estudios Pedagógicos (Valdivia) (in Spanish). 49 (Especial). doi:10.4067/S0718-07052023000300287.
  11. ^ "Creatividad: medida del pensamiento divergente". Dialnet (in Spanish).
  12. ^ Kaufman, James C.; Sternberg, Robert J., eds. (2006). "History of creativity in Spain". The International Handbook of Creativity. Cambridge University Press. pp. 68–95.
  13. ^ Rajadell, Núria (2012). "La mirada educativa ante los conflictos sociales cotidianos. El cine como estrategia educativa para denunciar y prevenir la violencia". Revista CIDUI (in Spanish).
  14. ^ "III Encuentro Interinstitucional de Investigación en Educación (programme)" (PDF). University of Barcelona (in Spanish). 2018.
  15. ^ Sevillano García, María Luisa; de la Torre, Saturnino; Carreras Nadal, Carlos (2015). "El cine, recurso formativo. 18 años de investigación del grupo GIAD". Pixel-Bit. Revista de Medios y Educación (in Spanish) (46): 87–101. doi:10.12795/pixelbit.2015.i46.06.
  16. ^ "Dialnet métricas: El cine, recurso formativo". Dialnet (in Spanish).
  17. ^ de la Torre, Saturnino; Moraes, María Cándida (2005). Sentipensar. Fundamentos y estrategias para reencantar la educación (in Spanish). Archidona (Málaga): Ediciones Aljibe. ISBN 978-84-9700-264-6.
  18. ^ Simão, Vera Lúcia; Zwierewicz, Marlene; Pitz Pukall, Jeane (2020). "Ecoformação e Sentipensar: valorizando as inter-relações". Polyphonía (in Portuguese). 31 (1): 295–304.
  19. ^ "Dialnet: Comprender y evaluar la creatividad (record)". Dialnet (in Spanish).
  20. ^ Menchén Bellón, Francisco (2006-04-01). "Reseña de Comprender y evaluar la creatividad. Un recurso para mejorar la calidad de la enseñanza". Profesorado. Revista de Currículum y Formación del Profesorado (in Spanish). 10 (1).
  21. ^ de la Torre, Saturnino (1997). Estrategias de simulación: ORA, un modelo innovador para aprender del medio (in Spanish). Barcelona: Octaedro. ISBN 978-84-8063-285-0.
  22. ^ "Estrategias didácticas innovadoras (review excerpt)" (PDF). University of Barcelona (Sentipensar) (in Spanish).
  23. ^ "Origins of RIEC". RIEC (in Spanish).
  24. ^ "Creativity and Social Awareness. ASOCREA & RIEC meeting (event note)". University of Barcelona (in Spanish). 2024.
  25. ^ "Educación creativa. Serie Minuta Nº 73-25" (PDF). Biblioteca del Congreso Nacional de Chile (in Spanish). 2025-08-18. Retrieved 2026-01-26.
  26. ^ de la Torre, Saturnino (2012). Instituciones educativas creativas. Instrumento para valorar el desarrollo creativo de las instituciones educativas (VADECRIE) (in Spanish). Círculo Rojo. ISBN 978-84-9030-058-9.
  27. ^ de la Torre, Saturnino; García-Valcárcel Muñoz-Repiso, Ana (2018). "Autopercepción del profesorado y equipo directivo en el desarrollo de la creatividad institucional". Revista Internacional de Educación para la Justicia Social (in Spanish). 7 (2): 207–210.
  28. ^ Cuevas, Juan Carlos; Suanno, Marta; Cardoso, Marília (2021). "Creatividad y justicia social desde un enfoque de complejidad". Polyphonía (in Spanish). 32 (1): 119–136.
  29. ^ de la Torre, Saturnino (2019). Polinización psicopedagógica. Bases para la ecoformación (in Spanish). Círculo Rojo. ISBN 978-84-1331-543-0.
  30. ^ de la Torre, Saturnino (2024). "Creatividad polinizadora: una nueva mirada para el siglo XXI". Revista Brasileira de Tecnologias Sociais (in Spanish). 10 (2): 1–16.
  31. ^ "Saturnino de la Torre: «La creatividad es dejar huella»". El Periòdic (in Spanish). 2018-07-09. Retrieved 2026-01-28.
  32. ^ "Professorat emèrit". Universitat de Barcelona (in Catalan). Retrieved 2026-01-28.
  33. ^ "Revista d'actualitat 10/07/2018". Universitat Jaume I (in Catalan). 2018-07-10. Retrieved 2026-01-28.
  34. ^ "III Encuentro Internacional de Creatividad y Educación: En homenaje al Dr. Saturnino de la Torre" (PDF). Creatividad y Sociedad (in Spanish). Retrieved 2026-01-27.
  35. ^ "Todos los libros del autor Saturnino-de-la-torre-de-la-torre". TodosTusLibros (in Spanish). Retrieved 2026-01-28.
  36. ^ "saturnino de la torre: Libros (results listing)". IberLibro (in Spanish). Retrieved 2026-01-28.
  37. ^ de la Torre, Saturnino (1997). Estrategias de simulación: ORA, un modelo innovador para aprender del medio (in Spanish). Octaedro. ISBN 978-84-8063-285-0.
  38. ^ de la Torre, Saturnino (2003). Dialogando con la creatividad. De la identificación a la creatividad paradójica (in Spanish). Octaedro.
  39. ^ "Dialnet record: Comprender y evaluar la creatividad (record)". Dialnet (in Spanish).
  40. ^ de la Torre, Saturnino; Moraes, María Cándida (2005). Sentipensar. Fundamentos y estrategias para reencantar la educación (in Spanish). Ediciones Aljibe. ISBN 978-84-9700-264-6.
  41. ^ de la Torre, Saturnino (2012). Instituciones educativas creativas. Instrumento para valorar el desarrollo creativo de las instituciones educativas (VADECRIE) (in Spanish). Círculo Rojo. ISBN 978-84-9030-058-9.
  42. ^ de la Torre, Saturnino (2019). Polinización psicopedagógica. Bases para la ecoformación (in Spanish). Círculo Rojo. ISBN 978-84-1331-543-0.
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