Creativity in Teaching (original) (raw)

The Cambridge Handbook of Creativity Across Domains

Abstract

How might researchers think about creativity in the domain of teaching? An important first step is to recognize that creative teaching, like all forms of teaching, is a polymorphous act (Hirst, 1971). Researchers, therefore, need to distinguish between different forms of creative teaching based on differing pedagogical aims. Elsewhere (Beghetto, 2013a), I have outlined three different but interrelated forms of creative teaching: teaching about creativity, teaching for creativity, and teaching with creativity. These different forms of creative teaching have different pedagogical aims. Whereas teaching about creativity is aimed at increasing knowledge about creativity and the field of creativity studies, teaching for creativity is aimed at cultivating creative thinking and creative actions in students. Finally, teaching with creativity is aimed at teaching any subject matter (be it biology, mathematics, or even creativity itself) creatively. In addition to having different aims, each of these forms of

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