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This edited volume provides a venue for scholars whose work challenges the typical, static conceptions, and methods of studying creativity. More specifically, the book will serve as an effort to introduce more dynamic definitions, conceptions, and approaches for studying creativity in the context of educational practice. By doing so, it feeds the strong contemporary need for more dynamic conceptions of creativity in educational settings. This is particularly important given the fast evolution of modern society and the widespread consensus that efforts to develop creative potential should be democratized -- extending well beyond the boundaries of the gifted subset and the walls of the classroom. This work recognizes that more dynamic perspectives on creativity are necessary for understanding its complexity, value, and meaning in educational contexts.
List of contents
Creative Contradictions in Education. Ronald A. Beghetto and Bharath Sriraman .- PART I: UNCOVERING CONCEPTUAL ISSUES & BARRIERS.- Big-C versus little-c Creativity: Definitions, Implications, and Inherent Educational Contradictions. Dean Keith Simonton .- The Nature of Creativity: Mayflies, Octopi, and the Best Bad Idea We Have. Jeffrey K. Smith and Lisa F. Smith .- The difference That Makes a 'Creative' Difference in Education. Vlad Petre Glaveanu and Ronald A. Beghetto .- Avoiding Dogmatic Traps in Creativity and Education Through Awareness of Worldviews and Visual-Metaphor. Don Ambrose .- Creative Interpretations of Educational Contradictions. Mark A. Runco .- Subordinated and Rebellious Creativity at School. Maciej Karwowski .- Purposeful Fulfillment of Creative Potential. Pablo P. L. Tinio and Baptiste Barbot .- Content Matters: Why Nurturing Creativity Is So Different in Different Domains. John Baer .- PART II: PRATICAL APPLICATIONS & PROMISING DIRECTIONS.- People, Passions, Problems: The Role of Creative Exemplars in Teaching for Creativity. Robert Root-Bernstein and Michele Root-Bernstein .- Where Learning Meets Creativity: The Promise of Guided Play. Jennifer M. Zosh, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and Rebecca Dore .- Contradictory Concepts of Mathematics Teacher Educators. Per Øystein Haavold and Alv Birkeland .- Do We Need a Revolutionary Approach to Bring Creativity into Education? Cynthia A. Burnett and Kathryn P. Haydon.- Promoting Abduction: A Teaching Experiment on Creative Learning Processes in a High School Classroom Context. Lene Tanggaard and Rasmus Hjort .- Creative Imagination in Memorization in Mathematics Learning. Ai-Girl Tan.- The Paradox of Serious Fun. Anthony E. Middlebrooks .- Creativity in Music Education? The Wild Card that Got Stuck in the Deck. Anna Houmann.- Children's and Teachers' Conceptions of Creativity: Contradictions and Implications in Classroom Instruction. Eunsook Hong, Rachel Part, and Lonnie Rowel .- On the measurement and mismeasurement of creativity . Todd Lubart and Maud Besançon .- CODA.- Common Themes, Unique Insights, and Future Directions. Ronald A. Beghetto.
Summary
This edited volume provides a venue for scholars whose work challenges the typical, static conceptions, and methods of studying creativity. More specifically, the book will serve as an effort to introduce more dynamic definitions, conceptions, and approaches for studying creativity in the context of educational practice. By doing so, it feeds the strong contemporary need for more dynamic conceptions of creativity in educational settings. This is particularly important given the fast evolution of modern society and the widespread consensus that efforts to develop creative potential should be democratized -- extending well beyond the boundaries of the gifted subset and the walls of the classroom. This work recognizes that more dynamic perspectives on creativity are necessary for understanding its complexity, value, and meaning in educational contexts.
