Creativity

The following sections are included:

• Dedication

• Foreword: Encouraging Creativity in Education

• Foreword: Creating a World of Possibilities: Indigenous and Cultural perspectives

• Preface: The Multiple Roles of Educators in Children's Creativity

• Introduction: Creativity for Teachers

• Contents

The following sections are included:

• Introduction
  • What is Creativity?

• How Can We Develop Creativity in Children?
  • Redefine Problems
  • Question and Analyze Assumptions
  • Do Not Assume That Creative Ideas Sell Themselves: Sell Them
  • Encourage Idea Generation
  • Recognize That Knowledge Is a Double-Edged Sword and Act Accordingly
  • Encourage Children to Identify and Surmount Obstacles
  • Encourage Sensible Risk-Taking
  • Encourage Tolerance of Ambiguity
  • Help Children Build Self-Efficacy
  • Help Children Find What They Love to Do
  • Teach Children the Importance of Delaying Gratification
  • Provide an Environment That Fosters Creativity

• The Investment Theory of Creativity
  • Intellectual Abilities
  • Knowledge
  • Thinking Styles
  • Personality
  • Motivation
  • Environment
  • Confluence

• References

• Suggested Readings on Creativity

The following sections are included:

• Introduction
  • Personal Experience

• Operationalizing Intrinsic and Extrinsic Motivation

• The Basic Research Paradigm

• “Killers” of Creativity—A Review of the Literature

• A Proposed Mechanism for These Undermining Effects

• A Blueprint for the Typical American Classroom?

• A Multi-Cultural Perspective

• Concluding remarks

• References

The following sections are included:

• Introduction

• Creativity and Intelligence as Constituents of Giftedness/Talent

• The Munich Model of Giftedness (MMG) as an Example of Multi-Dimensional Conceptions for Explaining Excellence in School and Higher Education

• Individual Needs and Instructional Conditions of the Development of Gifted (Intellectual and Creative Talented) Students

• Characteristics of Scientific Ability and Creativity as Determinants of Outstanding Achievement in the Area of MINT

• Conclusion

• References

The following sections are included:

• Introduction

• The Bio-psycho-social Model

• A Creativity System

• A Model of Creativity Training

• Concluding Remarks

• References

The following sections are included:

• Introduction

• The Product Approach

• Electrophysiological Correlates of Creativity
  • The EEG studies
  • The PET Studies
  • A Physiological Theory of Creativity
  • The Endocrinological and Biochemical Basis of Creativity

• The Trait Approach
  • The Genetic Basis of Creativity
  • Evidence from Twin Studies
  • Candidate Genes
  • Future Perspectives in Biological Oriented Creativity Research

• References

The following sections are included:

• Introduction

• Purpose

• Avoiding the Originality Pitfall

• Avoiding the Creativity as a Major Breakthrough Pitfall

• Avoiding the Creative Individual/Technique Pitfall

• From Pitfalls to Potential

• Conclusion

• References

The following sections are included:

• Introduction

• The Torrance Test of Creative Thinking (TTCT)
  • The Torrance Tests of Creative Thinking-Verbal (TTCT-Verbal)
  • The Torrance Tests of Creative Thinking-Figural (TTCT-Figural)
  • Content Areas of the TTCT-Figural

• Reliability of the TTCT-Verbal and Figural
  • Scoring Reliability
  • Test-retest Reliability

• Validity of the TTCT-Verbal and Figural
  • Predictive Validity
  • Longitudinal Research

• Construct Validity and Dimensionality

• Uses of the TTCT-Verbal and Figural
  • Differing Genders, Races, Status, Languages and Cultures
  • Use for Identification of the Gifted

• Thinking Creatively in Action and Movement (TCAM)
  • Administration of the TCAM
  • Scoring of the TCAM
  • Norms of the TCAM
  • Reliability of the TCAM
  • Validity of the TCAM

• Uses of the TCAM
  • Special Children
  • A Teaching Tool
  • Summary on the TCAM

• Conclusion on the TTCT and TCAM

• References

The following sections are included:

• Introduction
  • The Munich Dynamic Model of Giftedness as an Integrative Framework of Giftedness Models
  • Pre-School Age
  • Primary School-age and Adolescence
  • Adulthood

• General Methodological Considerations concerning the Identification of Gifted
  • Prerequisites for Psychological Measurement and Identification Methods
  • Objectivity
  • Reliability
  • Validity
  • Norms
  • Auxiliary Quality Criteria

• Methods for Identification of Gifted
  • Psychometric Tests
  • Stanford-Binet Intelligence Scale
  • Wechsler Intelligence Scale
  • Kaufman Assessment Battery for Children
  • Tests of Nonverbal Reasoning Abilities
  • Peabody Picture Vocabulary Test
  • Teacher-Checklists
  • Nomination by Parents
  • Nomination by Peers

• Conclusions

• References

The following sections are included:

• Introduction
  • Creativity as an Evolutionary Power
  • Coping with the Changes of Living Conditions
  • What is Creativity?

• A Componential Model
  • Divergent Thinking and Doing
  • General Knowledge and Thinking Base
  • Specific Knowledge Base and Specific Skills
  • Focusing and Task Commitment
  • Motives and Motivation
  • Openness and Tolerance of Ambiguity
  • Nurturing Creativity–Education for Creativity

• Assessing Creative Potentials
  • The Test for Creative Thinking–Drawing Production (TCT–DP)

• References

The following sections are included:

• Introduction

• Education through Questions
  • Levels of Question Asking

• Creative Questions about the Future

• Readings

The following sections are included:

• Introduction

• The Framework of an Enrichment Program
  • Exploring DISCOVER
  • Group Activity
  • Talent Development
  • Self Chosen Activity

• Creativity in Children with Special Needs: Two Cases
  • Case 1: Ming
  • Case 2: Jack

• References

The following sections are included:

• Introduction

• The Creativity Problem

• Creativity and School Achievement: An Apparent Clash

• The Grading Problem

• What is Creativity?
  • The Fundamental Criteria of the Creativity of Products
  • Further Criteria of the Creativity of Products
  • The Hierarchical Organization of Creative Products
  • The Importance of Existing Knowledge in Creativity

• Indicators of Creativity
  • Assessing Creativity
  • Applying the Indicators to Rating Assignments

• References

The following sections are included:

• Introduction
  • Creativity in Education Policy

• Possibility at the Heart of Creativity
  • A Dynamic Interplay between Children and Teachers
  • An Enabling Context within and Beyond the Setting

• Implications for Practitioners
  • Possibility Thinking as Culturally Situated?

• Conclusion

• References

The following sections are included:

• Introduction
  • Nurturing “Learning Teachers”
  • Developing Positive Belief Systems in Teachers and Children
  • Active Association
  • Creating Mnemonics
  • Using Rhythms as Memory Aids
  • Linking Sounds and Syllabi with Images
  • Combining Reference Numbers and Images
  • Number-Image-Series
  • Loci Technique
  • Learning Index Cards

• Conclusion

• References

The following sections are included:

• Introduction
  • Word Symbol Puzzles

• On Constructing Word Symbol Puzzles
  • Use of Word Symbol Puzzles to Foster Creativity
  • Formulating Word Symbol Puzzles Promotes Creative Thinking
  • Unraveling Word Symbol Puzzles to Promotes Creative Problem-Solving

• Discussion

• Conclusion

• Acknowledgements

• References

The following sections are included:

• Introduction
  • The Need for Creative Thinking

• Creative Problem Solving: The Thinking Skills Model

• Developing Creative Thinking in Schools

• Creative Problem Solving Resources and Research in Education

• Conclusion
  • Developing Creative Leaders

• References

The following sections are included:

• Introduction

• Critical Thinking
  • Conception of Critical Thinking
  • The Recent Conception
  • Critical Thinking and Dispositions
  • Critical Thinking is Not Being Out-Spoken or Negative
  • Critical Thinking Measurement
  • Critical Thinking as a Dynamic Tool

• Creative Thinking
  • Conception of Creativity/Creative Thinking
  • Signs of Creativity
  • Myths of Creativity
  • Importance of Knowledge for Creativity
  • Obstacles to Creativity
  • Environment Conducive for Creativity
  • Attitude and Creativity
  • Creativity Measurements

• Creative problem-solving
  • Problem-Solving
  • Creative Problem-Solving

• Thinking Skills for Creative Problem-Solving
  • Critical and Creative Thinking — the Great Debate
  • A Holistic Model for Problem Solving
  • Creative problem-solving as a holistic model

• References

The following sections are included:

• Introduction

• Creativity Techniques

• Japanese Divergent Thinking Techniques
  • Card brainstorming technique
  • Procedure of card-brainstorming
  • Card brainwriting technique
  • The NM-analogical thinking
  • The Japanese convergent and divergent thinking techniques

• The Japan's Creativity Development in the Individual and Organizational Practices
  • The Japanese thinking patterns
  • The use of creativity techniques

• Conclusion
  • Brainstorming

• Card-brainstorming and card brainwriting

• References

The following sections are included:

• Introduction
  • Academic and Global Contexts for Creativity: Interdisciplinary Perspectives

• Diverse Academic Influences on Creativity
  • The Effects of World Views on Creative Scholarship

• Diverse Socioeconomic, Political, and Cultural Influences on Creativity

• Globalization: Its Effects on Creative Thought and Action
  • Runaway Globalized Capitalism?
  • Globalization Magnifying the Importance of Moral Creativity
  • Creative Aspiration and Talent Development Toward Ethical Self-Fulfillment
  • Some Possible Strategies for Creatively Shifting Aspirations and Modifying Globalization

• Conclusion

• References

The following sections are included:

• Introduction
  • Research on Creativity and HCI: Status Quo

• Theoretical Frameworks
  • Overview of Major Theoretical Models of Creativity
  • Overview of Major Theoretical Models in HCI

• From General ICT to Specific CST
  • Translating Concepts into Practice

• Teaching Creativity: Practical Issues
  • Technical Competence of Users
  • Environment Conducive to Creativity
  • ICT Resources for Teaching Creativity
  • Evaluation of ICT for Enhancing Creativity

• Conclusion

• References

The following sections are included:

• Introduction
  • The Context-Generative Art
  • Exploration of Image Space
  • Image Selection in Image Space
  • The Programmer Creativity Litmus Test

• A Case Study—Ant-Paintings
  • Criterion I
  • Criterion II
  • Criterion III
  • Refinement

• Conclusion

• References

The following sections are included:

• Introduction

• The Immediate Need for Enhancing Creativity in Mathematics Education

• Limited Solutions for Assessing Creativity in Mathematics

• Automated Assessment of Creative Solutions in Mathematics
  • Development of Creative Solutions in Mathematics
  • Technique for Virtually Unlimited Question Generation
  • Content Validation of Creative Solutions in Mathematics: Teachers' Perspective

• Automated Analysis of Creative Solutions in Mathematics
  • Parsing a Single Response
  • Scoring an Open-Ended Academic Question
  • Scoring an Open- Ended Creative Question
  • Scoring Multiple-Choice (MC) questions

• Conclusion

• References

The following sections are included:

• Introduction

• What Does Self-Regulation Entail?

• The Motivation for Creative Thinking
  • The Role of Self in Self-Regulatory Processing
  • Metacognitive Processes
  • Cognitive Processes
  • Affective Processes

• Promoting Self-Regulation in the Classroom

• Conclusion

• References

The following sections are included:

• Introduction
  • Positive Psychology and the Study of Personal Strength
  • Creativity as a Personal Strength

• The Case for Promoting Personal Strengths in Schools
  • Personal Strengths as a Framework for Schools
  • Personal Strengths and Resilience

• Components of Personal Strengths
  • Emotional Awareness and Self-Control
  • Empathy and Social Competence
  • Self-Efficacy and Problem-Solving Skills

• Implementing the Personal Strengths Framework in Schools
  • Using a Language of Personal Strengths
  • Promoting a Positive School Climate
  • Communicating High Expectations
  • Creating Partnerships with Family and the Community

• Conclusion: Personal Strengths and Creativity

• References

The following sections are included:

• Introduction

• Historical Development
  • Social Psychology
  • Clinical Psychology
  • Behavioral Medicine

• Challenges in Rehabilitation Psychology

• Conclusion

• References

The following sections are included:

• Introduction

• Constructiveness in Education

• Indigenizing Experiences

• Creative Problem Solving Cycle

• The Learning and Reflective Cycle

• Conclusion

• References

The following sections are included:

• Introduction

• Neurocognitive Approach to Higher Cognitive Functions
  • Few Facts about the Brain
  • Working Memory
  • Symbols in the Brain
  • Problem-Solving
  • Skill Learning
  • Creativity from the Psychological and Neurocognitive Perspectives
  • Creativity and Brain Networks
  • Insight
  • Experiments with Word Association
  • Creativity from Computational Perspective

• Discussion and Conclusions

• Acknowledgment

• References

The following sections are included:

• Introduction

• Commonalities

• Divergences
  • Cultural creative goals
  • Specific contents of cultures
  • Cultural values
  • Individualism/Collectivism (I/C) and creativity

• Levels
  • I/C interactions with cultural tightness-looseness

• Cultural Zeitgeist: Synergist Influences of Multiple Elements of Culture on Creativity

• Summary and Conclusions

• References

The chapters compiled in this handbook represent some of our conceptions, theories, models, frameworks, research, and teaching experiences. Teachers who wish to nurture creativity have to adopt new approaches in several ways, undertaking the responsibilities of knowledge innovation, research related to learning, cognition, feeling and development within the contexts of classroom and school. For instance, in engaging learners innovatively for deep learning, Brown (1992) proposes the notion of intentional learning as an alternative to drill and-practice, teacher-centered learning. In an intentional learning environment, students play the roles of researchers, teachers, and monitors of progress. Teachers adopt active role models of learning and responsive guide to students' discovery processes. The content of the curriculum is deep. Technological environment encourages intentional learning, reflection and communication. And methods of assessment focus on the students' ability to discover and use knowledge. Intentional learning encourages students to be partially responsible for creating their own curriculum.

The following sections are included:

• List of Contributors

• Author Index

• Subject Index