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Understanding Creativity

Year 2016, Volume: 3 Issue: 3, 11 - 20, 15.12.2016

Abstract









Creative is an important trait in improving all aspects of our lives; yet, because it
cannot be easily quantified, it is given too little attention in our schools.
Creativity is a form of problem solving that relies on being able to first identify
problems then redefine them. Some personal traits or characteristics are more
amenable to creativity than others; however, all can improve their ability to
think creativity through the use of creative thinking skills and by understanding
the process of creativity. 





References

  • Checkley, K. (1997). The first seven and the eighth: A conversation with Howard Gardner. Educational Leadership, 55, 8-13.
  • Chi, M.T., Feltovish, P.J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
  • Corpley, A. (2000). Defining and measuring creativity: Are creativity tests worth using? Roeper Review, 23, 72-79.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: HarperPerennial.
  • Csikszentmihalyi, M. (1994). The domain of creativity. In D. Feldman, M. Csikzentmihalyi, & H. Gardner (Eds.). Changing the world: A framework for the study of creativity. Westport, CT: Praeger Publishing.
  • DeGroot, A.D. (1965). Thought and choice in chess. The Hague: Mouton.
  • Davis, G.A., & Rimm, S.B. (1998) Education of the gifted and talented (4th ed.).Needham Heights, MA: Allyn and Bacon.
  • Feldman, D.H., Csikzentmihalyi, M., & Gardner, H. (1994). Changing the world:A framework for the study of creativity. Westport, CT: Praeger Publishing. Feldhusen, J.F. (1995). Creativity: Knowledge base, metacognitive skills, andpersonality factors. Journal of Creative Behavior, 29, 255-268.
  • Gallagher, J.J., & Gallagher, S.A. (1994). Teaching the gifted child (4th ed.).Needham Heights, MA: Allyn and Bacon.
  • Gardner, H. (1983). Frames of mind. New York: HarperCollins
  • Gardner, H. (1994). Creating minds. New York: Basic Books
  • Gardner, H. (1996). Reflection on multiple intelligence: Myths and messages.Phi Delta Kappan, 77, 200-209.
  • Gardner, H (1999) Intelligence Reframed: Multiple Intelligences for the 21st Century.New York. Basic Books.
  • Lipshitz, A., & Waingortin, M. (1995). Getting out of ruts: A laboratory studyof a cognitive model of reframing. Journal of Creative Behavior, 29, 151-172. Lynch, M.D. & Harris, C.D. (2001). Fostering creativity in children, K-8. Boston,MA: Allyn and Bacon.
  • Marzano, R.J., Brandt, R.S., Hughes, C.S., Jones, B.F., Presseisen, B.R., Rankin,S.C., & Suhor, C. (1988). Dimensions of thinking. Alexandria, VA: TheAssociation for Supervision and Curriculum Development.
  • Maslow, A. (1971). The farther reaches of human nature. New York: Viking Press. Maslow, A. (1968). Toward a psychology of being (3rd ed.). New York. JohnWiley and Sons, Inc.
  • May, R. (1975). The courage to create. New York. Norton.
  • Piirto, J. (1994). Talented children and adults: Their development and education. NewYork: Macmillan.
  • Rogers, C. (1961). On becoming a person. Boston, MA. Houghton Mifflincompany.
  • Starko, A. J. (2005). Creativity in the classroom: Schools of curious delight (3rd. ed).Mahwah, NJ: Lawrence Erlbaum.
  • Sternberg, R. (1996). Successful intelligence: How practical and creative intelligencedetermine success in life. New York: Plume.
  • Sternberg, R. J. (2003). A broad view of intelligence: A theory of successfulintelligence. Consulting Psychology Journal: Practice and Research, 55, 139-154. Sternberg, R.J. & Grigorenka, E. (2000). Teaching for successful intelligence.Arlington Heights, IL: Skylight Professional Development.
  • Sternberg, R. & Grigorenka, E. (2006). Cultural intelligence and successfulintelligence. Group Organization & Management, 31, 27-39.Sternberg, R.J., & Lubart, T. (1991). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37, 7-15.
  • Sternberg, R.J. & Lubart, T.I. (1999). The concept of creativity: Prospects andparadigms. In R.J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). NewYork: Cambridge University Press.
  • Sternberg, R.J. Williams, W.M. (2002). Educational psychology. Boston, MA: APearson Education.
  • Swartz, R.J., & Perkins, D.N. (1990). Teaching thinking: Issues and approaches.Pacific Grove, CA: Midwest Publication.
  • Torrance, E.P. (1992). The beyonders in a thirty year longitudinal study ofcreative achievement. Roeper Review, 15 131-139.
  • Torrance, E. P. (1993). Understanding creativity: Where to start? PsychologicalInquiry, 4, 232-234.
  • Torrance, E.P. (1999). Torrance Test of Creative Thinking: Norms and technicalmanual. Beaconville, IL. Scholastic Testing Services.
  • Wallas, G. (1926). The art of thought. New York: Harcourt, Brace, & World.

Understanding Creativity

Year 2016, Volume: 3 Issue: 3, 11 - 20, 15.12.2016

Abstract

Creative is an important trait in improving all aspects of our lives; yet, because it cannot be easily quantified, it is given too little attention in our schools. Creativity is a form of problem solving that relies on being able to first identify problems then redefine them. Some personal traits or characteristics are more amenable to creativity than others; however, all can improve their ability to think creativity through the use of creative thinking skills and by understanding the process of creativity. 

References

  • Checkley, K. (1997). The first seven and the eighth: A conversation with Howard Gardner. Educational Leadership, 55, 8-13.
  • Chi, M.T., Feltovish, P.J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
  • Corpley, A. (2000). Defining and measuring creativity: Are creativity tests worth using? Roeper Review, 23, 72-79.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: HarperPerennial.
  • Csikszentmihalyi, M. (1994). The domain of creativity. In D. Feldman, M. Csikzentmihalyi, & H. Gardner (Eds.). Changing the world: A framework for the study of creativity. Westport, CT: Praeger Publishing.
  • DeGroot, A.D. (1965). Thought and choice in chess. The Hague: Mouton.
  • Davis, G.A., & Rimm, S.B. (1998) Education of the gifted and talented (4th ed.).Needham Heights, MA: Allyn and Bacon.
  • Feldman, D.H., Csikzentmihalyi, M., & Gardner, H. (1994). Changing the world:A framework for the study of creativity. Westport, CT: Praeger Publishing. Feldhusen, J.F. (1995). Creativity: Knowledge base, metacognitive skills, andpersonality factors. Journal of Creative Behavior, 29, 255-268.
  • Gallagher, J.J., & Gallagher, S.A. (1994). Teaching the gifted child (4th ed.).Needham Heights, MA: Allyn and Bacon.
  • Gardner, H. (1983). Frames of mind. New York: HarperCollins
  • Gardner, H. (1994). Creating minds. New York: Basic Books
  • Gardner, H. (1996). Reflection on multiple intelligence: Myths and messages.Phi Delta Kappan, 77, 200-209.
  • Gardner, H (1999) Intelligence Reframed: Multiple Intelligences for the 21st Century.New York. Basic Books.
  • Lipshitz, A., & Waingortin, M. (1995). Getting out of ruts: A laboratory studyof a cognitive model of reframing. Journal of Creative Behavior, 29, 151-172. Lynch, M.D. & Harris, C.D. (2001). Fostering creativity in children, K-8. Boston,MA: Allyn and Bacon.
  • Marzano, R.J., Brandt, R.S., Hughes, C.S., Jones, B.F., Presseisen, B.R., Rankin,S.C., & Suhor, C. (1988). Dimensions of thinking. Alexandria, VA: TheAssociation for Supervision and Curriculum Development.
  • Maslow, A. (1971). The farther reaches of human nature. New York: Viking Press. Maslow, A. (1968). Toward a psychology of being (3rd ed.). New York. JohnWiley and Sons, Inc.
  • May, R. (1975). The courage to create. New York. Norton.
  • Piirto, J. (1994). Talented children and adults: Their development and education. NewYork: Macmillan.
  • Rogers, C. (1961). On becoming a person. Boston, MA. Houghton Mifflincompany.
  • Starko, A. J. (2005). Creativity in the classroom: Schools of curious delight (3rd. ed).Mahwah, NJ: Lawrence Erlbaum.
  • Sternberg, R. (1996). Successful intelligence: How practical and creative intelligencedetermine success in life. New York: Plume.
  • Sternberg, R. J. (2003). A broad view of intelligence: A theory of successfulintelligence. Consulting Psychology Journal: Practice and Research, 55, 139-154. Sternberg, R.J. & Grigorenka, E. (2000). Teaching for successful intelligence.Arlington Heights, IL: Skylight Professional Development.
  • Sternberg, R. & Grigorenka, E. (2006). Cultural intelligence and successfulintelligence. Group Organization & Management, 31, 27-39.Sternberg, R.J., & Lubart, T. (1991). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37, 7-15.
  • Sternberg, R.J. & Lubart, T.I. (1999). The concept of creativity: Prospects andparadigms. In R.J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). NewYork: Cambridge University Press.
  • Sternberg, R.J. Williams, W.M. (2002). Educational psychology. Boston, MA: APearson Education.
  • Swartz, R.J., & Perkins, D.N. (1990). Teaching thinking: Issues and approaches.Pacific Grove, CA: Midwest Publication.
  • Torrance, E.P. (1992). The beyonders in a thirty year longitudinal study ofcreative achievement. Roeper Review, 15 131-139.
  • Torrance, E. P. (1993). Understanding creativity: Where to start? PsychologicalInquiry, 4, 232-234.
  • Torrance, E.P. (1999). Torrance Test of Creative Thinking: Norms and technicalmanual. Beaconville, IL. Scholastic Testing Services.
  • Wallas, G. (1926). The art of thought. New York: Harcourt, Brace, & World.
There are 30 citations in total.

Details

Primary Language English
Journal Section Gifted education policy
Authors

Andrew P. Johnson

Publication Date December 15, 2016
Published in Issue Year 2016 Volume: 3 Issue: 3

Cite

APA Johnson, A. P. (2016). Understanding Creativity. Journal of Gifted Education and Creativity, 3(3), 11-20.

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