The Cultivation of Creativity in the Classroom (original) (raw)
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On the Nature of the Creative Mind
www.chara.dk, 2012
In educating the creative mind, it becomes imperative to reach a deeper understanding of the creative mind and of creativity itself. A vast number of creativity research studies conducted in recent years indicates that creativity is closely related to art, artistic practice and artistic modes of relating to and communicating with the world around us. Furthermore, creativity researchers in the field generally agree to base their definition of creativity on value and novelty, and they thus agree to presuppose a more or less tacit range of utilitarian and anthropocentric categories. In educating the creative mind, it is therefore also imperative to investigate the teleological basis for our understanding of the creative mind-what is the purpose of creativity and how does creativity relate to and influence our lives, practice, learning and the world around us? This paper examines the nature of the arts and the creative process and proposes a definition of creativity that places the arts and arts-based education as one of the many ways to promote creative thinking and innovation. Finally, the paper argues as one of its main conclusions that any change towards more creative preschools and early elementary schools presupposes a change of the culture of the schools and that this change in its turn presupposes a deep and unfolded understanding of the very culture that we want to enrich.
Explorations of Creativity: A Review for Educators and Policymaking
2014
Creativity has been the driving engine of human evolution. The ability of the homo sapiens brain to find unusual solutions to various problems has carried humanity from stone tools to quantum computers. Natural selection and competition for resources have refined over the millennia the expression of this trait in genetic and cultural terms. In the 21st century there is a surprisingly high demand for creative thinkers. Thousands of studies have been conducted, countless books and articles have been written. Scores of training programs have been implemented. Research started in the United States in the 1950s, but it is now also undertaken in countries such as China, India, and Brazil. Which popular beliefs about creativity are valid? The research reveals intriguing mechanisms and mysterious linkages. Multiple strands of research are woven in this document, and they reveal the state of knowledge in mid-2014; they also offer some hints on how to benefit from it in your life and work.
Seminare. Poszukiwania naukowe
Creativity is a positive word in a society that constantly aspires to innovation and progress 1. Conveying an image of dynamism, the concept of creativity arouses an ever-growing interest. As J. Piirto 2 (2007) stated, the term was used in over 16,500 references to titles of scholarly books and articles by late 2003. This result will multiply many times if the same inquiry is updated in 2015. Many topics referred to creativity in business, creativity in psychology, creativity for parents, creativity and spirituality, creativity and teaching, creativity and aging, creativity and the arts, creativity and the sciences, creativity and mathematics, creativity and problem finding, creativity and problem solving. Actually, what is creativity? Exploring the review of literature, we realize that this question, very simple in formulation and in appearance, is very difficult to answer. Nevertheless, it represents the obliged gate we have to cross before going any further in our study of the concept of creativity. Concepts are important in research and theory. Clear conceptual understanding leads to well-designed research with clear operational definitions of variables and well-developed theories with clear theoretical definitions of concepts 3. 1 See DGEC (Directorate-General for Education and Culture), The impact of culture on creativity.
The Notion of Creativity Revisited: A Philosophical Perspective on Creativity Research
Creativity Research Journal, 2010
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