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Introduction: Creativity and Education

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Abstract

Traditionally, creativity has been considered an inappropriate subject for scientific study. It is therefore often neglected within the academic literature (Treffinger, 2003). For those addressing this issue, definitions vary, although the concept of creativity typically focuses on uniqueness and utility (Cropley, 1999). In particular, creativity refers to an idea or product which is novel, socially appropriate and valuable (Sawyer, 2003; Sternberg, 2003). According to the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999), creativity can be defined as ‘imaginative activity, fashioned so as to produce outcomes which are original and of value’ (p. 29). A number of individual, social and environmental factors influence the development of creativity (Florida, 2002; Hunter, Bedell & Mumford, 2007; Moran & John-Steiner, 2004). Important individual factors include personality (Eysenck, 1997), knowledge (Weisberg, 1999) and motivation (Collins & Amabile, 1999). For example, positive emotions and dispositions may enhance creativity (Fredrickson, 2004; Hirt, Deveers & McCrea, 2008; Kaufman, 2003) by lowering concerns related to judgement or evaluation, which often hinder creativity. Influential environmental factors include micro-management and a focus on fast solutions, both of which may inhibit creativity (Adler & Obstfeld, 2007). The value placed on creativity also varies cross-culturally (Al-Karasneh & Saleh, 2010).

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  1. Gayle Brewer
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  1. University of Central Lancashire, UK

    Gayle Brewer (Senior Lecturer) & Russell Hogarth (Community Engagement Ambassador and Honorary Fellow) (Senior Lecturer) &  (Community Engagement Ambassador and Honorary Fellow)

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© 2015 Gayle Brewer

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Brewer, G. (2015). Introduction: Creativity and Education. In: Brewer, G., Hogarth, R. (eds) Creative Education, Teaching and Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9781137402141_1

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  • DOI: https://doi.org/10.1057/9781137402141_1

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