Creativity remains somewhat of an elusive concept however, and therefore many different definitions and theories exist concerning what creativity is and how it comes about in children and adults. Creativity Research Journal, 18(1), 291–404. Creativity and Psychology A general introduction by Yahya Fehdi 2. Abstract and Figures The construct of creativity has a great deal to offer educational psychology. Is there a much broader role for creativity in education? Creativity Creativity is a very important concept. ), Guilford’s Theory of Structure of Intellect Model (SI Model), Nature and Characteristics of Intelligence, Difference between Intelligence and Aptitude. New York: Cambridge University Press. Below is one possible definition of creativity: Creativity Definition: Teachers can, for example, encourage students’ divergent thinking—ideas that are open-ended and that lead in many directions (Torrance, 1992; Kim, 2006). NATURE OF EDUCATIONAL PSYCHOLOGY. creativity: ability to generate, create, or discover new ideas, solutions, and possibilities divergent thinking : the opposite of convergent thinking, the capacity for exploring multiple potential answers or solutions to a given question or problem (e.g., coming up with many different uses for a common object) Big-C creativity is rare, according to Dean Keith Simonton, PhD, of the University of California, Davis. The Psychology of Creativity: A Historical Perspective Psychologists usually define creativity as the capacity to produce ideas that are both original and adaptive. Creativity and Intelligence 4. Cultivating creative mentalities: A framework for education. The second is that creative thinking can be stimulated by teachers’ efforts. We return to this point later in this chapter, when we discuss student-centered strategies of instruction, such as cooperative learning and play as a learning medium. The barriers of creativity 7. Unfortunately, encouraging students to ignore others’ responses can sometimes pose a challenge for teachers. Creative thinking is the ability to consider something in a new way. Empirical studies of creative activity must be accompanied by disclosure of fundamental bases and super-experienced basic principles of reality that define the necessary conditions, the sources and the very possibility of the existence of crea… The definition of creativity in psychology refers to the process of producing something that is both original and worthwhile. It is universal (individual, cast, color, creed, age, location, culture) (2012). Sternberg, R. (2003). Draw a picture that somehow incorporates all of these words: cat, fire engine, and banana. It is essential for something to be both original and valuable to be creative. Kim, K. (2006). Creativity is associated with many factors—including conducive environments, ideal collaborators, personality traits, spirituality, and just a hint of … It is an important concept in psychology. is the power of human mind to create new contents by transforming relations and M. (2004). The concept of creativity occupies a very important place in educational psychology. There can also be times to encourage experimentation with vocabulary through writing poems, making word games, or in other thought-provoking ways. In the Monitor article “What exactly is creativity?” Simonton defines big-C creativity as a person solving a … The first is that an important form of creativity is creative thinking, the generation of ideas that are new as well as useful, productive, and appropriate. Mahwah, NJ: Erlbaum. Creativity is the ability to create new ideas, theories or objects. ( creativity definition: 1. the ability to produce or use original and unusual ideas: 2. the ability to produce or use…. “Creativity is the capacity of a person to produce compositions, products or ideas which are essentially new or novel and previously unknown to the producer”. Suppose, for example, that students have to be assessed on their understanding and use of particular vocabulary. New York: Basic Books. Divergent thinking is stimulated by open-ended questions—questions with many possible answers, such as the following: Note that answering these questions creatively depends partly on having already acquired knowledge about the objects to which the questions refer. Whether in school or out, creativity seems to flourish best when the creative activity is its own intrinsic reward, and a person is relatively unconcerned with what others think of the results.