By Ronald A. Beghetto
Creative Contradictions in schooling is a provocative choice of essays via foreign specialists who take on tricky questions about creativity in schooling from a cross-disciplinary point of view. The participants to this quantity learn and supply clean insights into the tensions and contradictions that researchers and educators face whilst trying to comprehend and observe creativity in academic contexts. Creativity in schooling is surrounded via many contradictions. academics often worth creativity, yet query the position it may well and will play of their school room. Many educators locate themselves feeling stuck among the frenzy to advertise scholars’ inventive pondering abilities and the pull to fulfill exterior curricular mandates, elevated functionality tracking, and numerous different curricular constraints. This publication brings jointly top specialists who offer clean, cross-disciplinary insights into how inventive contradictions in schooling can be addressed. individuals will draw from latest empirical and theoretical paintings, yet push past “what at the moment is” and touch upon destiny chances. This comprises demanding the orthodoxy of conventional conceptions of creativity in schooling or creating a case for retaining specific orthodoxies.
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Additional resources for Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives
We also highlight key tensions and contradictions that can support (or inadvertently undermine) students’ and teachers’ ability to creatively act on the difference afforded to them in the day-to-day classroom. We close with a brief discussion of future directions for research and practice. 2 Varieties of Educational Difference Difference is a ubiquitous feature of school contexts. Even highly formal and somewhat prescriptive educational settings afford students and teachers with opportunities to encounter and experience different ideas and perspectives.
K. (2011). Great flicks: Scientific studies of cinematic creativity and aesthetics. New York, NY: Oxford University Press. Simonton, D. K. (2012a). Creativity, problem solving, and solution set sightedness: Radically reformulating BVSR. Journal of Creative Behavior, 46, 48–65. Simonton, D. K. (2012b). Foresight, insight, oversight, and hindsight in scientific discovery: How sighted were Galileo’s telescopic sightings? Psychology of Aesthetics, Creativity, and the Arts, 6, 243–254. Simonton, D. K.
But, if we want to include Leonardo’s helicopter, do we have to jettison the usefulness criterion? In a similar vein, we know that the Copernican model of the Universe is not really true, but it is hard to argue that it was not creative. Related to this, aspects of the theory of relativity took decades to establish, but the stunning creativity of the theory was recognized right away. So did it become more creative as tests of it confirmed its essential rightness? And should relativity be superceded, will it become non-creative?