By Ronald A. Beghetto
Creative Contradictions in schooling is a provocative choice of essays through foreign specialists who take on tough questions about creativity in schooling from a cross-disciplinary standpoint. The members to this quantity learn and supply clean insights into the tensions and contradictions that researchers and educators face while trying to comprehend and follow creativity in academic contexts. Creativity in schooling is surrounded through many contradictions. lecturers in general worth creativity, yet query the position it could actually and will play of their school room. Many educators locate themselves feeling stuck among the rush to advertise scholars’ inventive pondering talents and the pull to fulfill exterior curricular mandates, elevated functionality tracking, and diverse different curricular constraints. This booklet brings jointly best specialists who supply clean, cross-disciplinary insights into how inventive contradictions in schooling may be addressed. individuals will draw from current empirical and theoretical paintings, yet push past “what at present is” and touch upon destiny chances. This contains difficult the orthodoxy of conventional conceptions of creativity in schooling or creating a case for keeping specific orthodoxies.
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Additional info for Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives
Beghetto, R. , & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83–96. Root-Bernstein, R. , & Garnier, H. (1995). Correlations between avocations, scientific style, work habits, and professional impact of scientists. Creativity Research Journal, 8, 115–137. , Beach, L. , … Weinlander, S. (2008). Arts foster scientific success: Avocations of Nobel, National Academy, Royal Society, and Sigma Xi members.
Gruber, G. Terrell, & M. ), Contemporary approaches to creative thinking: A symposium held at the University of Colorado (pp. 1–30). New York, NY: Atherton. , Peterson, J. , & Higgins, D. M. (2005). Reliability, validity, and factor structure of the Creative Achievement Questionnaire. Creativity Research Journal, 17, 37–50. Cattell, J. M. (1903). A statistical study of eminent men. Popular Science Monthly, 62, 359–377. Cox, C. (1926). The early mental traits of three hundred geniuses. Stanford, CA: Stanford University Press.
But perhaps these might be better conceptualized as basically being two criteria, not four. To begin, novelty and surprisingness are closely related concepts. One can argue for differences for certain; an idea can be new, but mundane. ). Making such a product would be novel, but not particularly creative. Turning a nut into rocket fuel, however, would be surprising. But we can turn this argument around: can something be surprising without essentially being novel? Can you be surprised by something that is common?
Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives by Ronald A. Beghetto