Book contents
- Frontmatter
- Contents
- List of Contributors
- Preface
- Acknowledgments
- 1 How to Discourage Creative Thinking in the Classroom
- 2 Teaching for Creativity in an Era of Content Standards and Accountability
- 3 Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning
- 4 Creativity: A Look Outside the Box in Classrooms
- 5 Using Constraints to Develop Creativity in the Classroom
- 6 Infusing Creative and Critical Thinking into the Curriculum Together
- 7 The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process
- 8 Learning for Creativity
- 9 Broadening Conceptions of Creativity in the Classroom
- 10 Everyday Creativity in the Classroom: A Trip through Time with Seven Suggestions
- 11 Education Based on a Parsimonious Theory of Creativity
- 12 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
- 13 Creativity in Mathematics Teaching: A Chinese Perspective
- 14 Possibility Thinking and Wise Creativity: Educational Futures in England?
- 15 When Intensity Goes to School: Overexcitabilities, Creativity, and the Gifted Child
- 16 Intrinsic Motivation and Creativity in the Classroom: Have We Come Full Circle?
- 17 Attitude Change as the Precursor to Creativity Enhancement
- 18 Creativity in College Classrooms
- 19 Teaching for Creativity
- Creativity in the Classroom Coda: Twenty Key Points and Other Insights
- Index
- References
3 - Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning
Published online by Cambridge University Press: 05 June 2012
Book contents
- Frontmatter
- Contents
- List of Contributors
- Preface
- Acknowledgments
- 1 How to Discourage Creative Thinking in the Classroom
- 2 Teaching for Creativity in an Era of Content Standards and Accountability
- 3 Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning
- 4 Creativity: A Look Outside the Box in Classrooms
- 5 Using Constraints to Develop Creativity in the Classroom
- 6 Infusing Creative and Critical Thinking into the Curriculum Together
- 7 The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process
- 8 Learning for Creativity
- 9 Broadening Conceptions of Creativity in the Classroom
- 10 Everyday Creativity in the Classroom: A Trip through Time with Seven Suggestions
- 11 Education Based on a Parsimonious Theory of Creativity
- 12 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
- 13 Creativity in Mathematics Teaching: A Chinese Perspective
- 14 Possibility Thinking and Wise Creativity: Educational Futures in England?
- 15 When Intensity Goes to School: Overexcitabilities, Creativity, and the Gifted Child
- 16 Intrinsic Motivation and Creativity in the Classroom: Have We Come Full Circle?
- 17 Attitude Change as the Precursor to Creativity Enhancement
- 18 Creativity in College Classrooms
- 19 Teaching for Creativity
- Creativity in the Classroom Coda: Twenty Key Points and Other Insights
- Index
- References
Summary
INTRODUCTION
The September 2007 issue of Smithsonian Magazine was dedicated to “America's Young Innovators in the Arts and Sciences” – 37 people under the age of 36 who are making names for themselves and are well on their way to eminence in their fields. Most of them can trace their passion and career focus to a few key experiences. Cristián Samper, for example, Acting Secretary of the Smithsonian Institution, says in his editorial introduction,
My own love of science came from a love of nature. As a Boy Scout, I camped and hiked in Colombian rain forests, returning home eager to organize my collections of plants and animals.…At 15, I joined ornithologist Jorge Orejuela on a World Wildlife Fund (WWF) summer expedition to the remote rain forests in the Choco region of Colombia. This was my first experience in hands-on fieldwork, and as I saw scientific data, field observation, conservation biology and environmental policy all coming together, I was hooked.
(Smithsonian Magazine, 2007, p. 3)The unfortunate truth is that schools are not places where youngsters gain these kinds of experiences nor places where creativity thrives, especially in the current educational climate where the emphasis is on increasing the academic achievement of underperforming students (Renzulli, 2005; Robinson, 2001). Academic achievement has become the focus of most of the thought, finances, and energy expended in education, and yet, we have an ambiguous relationship with academic achievement.
- Type
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- Information
- Nurturing Creativity in the Classroom , pp. 24 - 72Publisher: Cambridge University PressPrint publication year: 2010
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