Skip to main content Accessibility help
×
Hostname: page-component-7479d7b7d-767nl Total loading time: 0 Render date: 2024-07-12T03:17:16.805Z Has data issue: false hasContentIssue false

14 - Opening up Creativity: The Lenses of Axis and Focus

from SECTION THREE - CREATIVITY AND REASON: INTERACTIONS AND RELATED CONSTRUCTS

Published online by Cambridge University Press:  05 February 2016

Mia Keinänen
Affiliation:
Norwegian School of Sport Sciences
Kimberly M. Sheridan
Affiliation:
George Mason University
Howard Gardner
Affiliation:
Harvard University
James C. Kaufman
Affiliation:
University of Connecticut
John Baer
Affiliation:
Rider University, New Jersey
Get access

Summary

For a long time, creativity was viewed within psychology as a single undifferentiated capacity. A new mathematical formulation, an arresting work of visual art, and an innovative business strategy were all seen as undergirded by a common creative capacity. In recent decades scholars investigating creativity have focused on the variability among creative individuals and among the circumstances that foster creative accomplishment (Csikszentmihalyi 1996; Feldman, 1999; Gardner, 1993). On this account creativity emerges in an interactive system involving the individual (the creator), the symbol system she or he is engaged in (the domain), and the surrounding social system (the field) (Feldman, Csikszentmihalyi, & Gardner, 1994). Creative breakthroughs in one domain may thus be distinguished from breakthroughs in other domains. Though scholarly tension may remain between the domain specificity and domain generality of creativity within an individual (e.g., Silvia, Kaufman, & Pretz, 2009), we focus the present analysis on the differences across domains and fields.

The issue becomes more complex when we look within domains. Compare, for example, two species of lawyers: (1) a small-town lawyer who works on fairly routine legal tasks, but at the same time needs to understand the dynamics of his local community and address the gamut of personal, legal, and financial issues presented by each of his clients; (2) a mergers-and-acquisitions (M&A) lawyer who collaborates with dozens of associates in developing specialized and innovative strategies for high-stakes business negotiations. These two sub-domains of law draw on different types of creativity and expertise.

In this chapter we introduce a new way of looking at this intersection of creativity and expertise. Donning two lenses of “axis” and “focus,” we characterize differences and similarities in the nature of creative work within and across domains. We look at creativity through the lens of axis, that is, whether creativity in the sub-domain is primarily vertical or primarily horizontal in its orientation (Keinänen, 2003; Keinänen & Gardner, 2004; Li, 1997). In vertical sub-domains, such as legal practice in a small town, creativity occurs within narrow constraints. Lawyers rely heavily on tradition and established practice, and creativity is expressed through elegant, efficient, or convincing use thereof. Conversely, in horizontal sub-domains, such as M&A law, value novelty, and invention – there are fewer preexisting constraints.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Connell, M., Sheridan, K., & Gardner, H. (2003). On abilities and domains. In Sternberg, R. & Grigerenko, E. (Eds), Perspectives on the psychology of abilities, competencies, and expertise (pp. 126–155). New York: Cambridge University Press.Google Scholar
Csikszentmihalyi, M. (1996). Creativity, flow and the psychology of discovery and invention. New York, NY: HarperCollins.Google Scholar
Feldman, D. H. (1999). The development of creativity. In Sternberg, R. J. (Ed.), Handbook of creativity. Cambridge: Cambridge University Press.Google Scholar
Feldman, D. H., Csikszentmihalyi, M., & Gardner, H. (1994). Changing the world: A framework for the study of creativity. Westport, CT: Praeger Publishers/Greenwood Publishing Group.Google Scholar
Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.Google Scholar
Gardner, H., Cszentmihalyi, M., & Damon, W. (2001). Good work: When excellence and ethics meets. New York: Basic Books.Google Scholar
Halverson, E., & Sheridan, K.M. (2014) Arts education and the learning sciences. In Sawyer, R. K. (Ed.). Cambridge handbook of the learning sciences, 2nd ed. (pp. 626–636). Cambridge: Cambridge University Press.Google Scholar
Keinänen, M. (2003). Two styles of mentoring: A comparison of vertical and horizontal mentoring in dance. Doctoral dissertation, Harvard Graduate School of Education.
Keinänen, M., & Gardner, H. (2004). Vertical and horizontal mentoring for creativity. In Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.), Creativity: From potential to realization (pp. 169–193). Washington, DC: American Psychological Association.Google Scholar
Keinänen, M., & Säfvembom, R. (2011). Learning a physical skill through informal peer-to-peer learning online: A case of self-organized lifestyle sports youth group in Oslo, Norway. In Electronic Proceedings from EduLearn 2011: 3rd annual International Conference on Education and New Learning Technologies. July 4–6, 2011, Barcelona, Spain.
Li, J. (1997). Creativity in horizontal and vertical domains. Creativity Research Journal, 10, 103–132.CrossRefGoogle Scholar
Mazo, J. H. (1977). Prime movers: The makers of modern dance in America. Princeton, NJ: Princeton Book Company.Google Scholar
Peppler, K. (2013). New opportunities for interest-driven arts learning in a digital Age.[report] New York: The Wallace Foundation.Google Scholar
Peppler, K., & Kafai, Y. B. (2008). Learning from krumping: Collective agency in dance performance cultures. In Proceedings of the 2008 International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
Sheridan, K., & Gardner, H. (2012). Artistic development: Three essential spheres. In Shimamura, A. & Palmer, S. (Eds.), Aesthetic science: Connecting minds, brains, and experience (pp. 277–296). Oxford: Oxford University Press.Google Scholar
Silvia, P. J., Kaufman, J. C., & Pretz, J. E. (2009). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3(3), 139.CrossRefGoogle Scholar
Wakin, D. J. (2009, June 9). Merce Cunningham sets plan for his dance legacy. New York Times. Retrieved from www.nytimes.com/2009/06/10/arts/dance/10merc.html

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×