, Volume 62, Issue 5, pp 432–437 | Cite as

It’s Not ‘Hippies Running Barefoot Through a Field of Daisies’ and Other Contemplations on Creativity with Dr. Jonathan Plucker

  • Carmen Richardson
  • Danah HenriksenEmail author
  • The Deep-Play Research Group
Column: Rethinking Technology & Creativity in the 21st Century

Thank goodness I was never sent to school; it would have rubbed off some of the originality. —Beatrix Potter

Turning in something and getting a grade. That is not how engineers work, it’s not how designers work. —Jonathan Plucker


This article is the most recent in an ongoing series that highlights the work of respected scholars in the field of creativity. We have navigated many facets of the field through these articles—from the neuroscience of creativity, to design perspectives or cultural dynamics, to the social and educational contexts that support creativity. Our goal in these articles is to delve into the many pathways that the field offers, exploring the way that creativity impacts our lives in this increasingly complex and connected world. In this article, we continue this ongoing series by sharing the expertise of Dr. Jonathan Plucker.

Dr. Plucker is an educational psychologist at Johns Hopkins University where he is the Julian C. Stanley Professor of Talent...


The Deep-Play Research group is a loose collective of faculty and graduate students at Arizona State University and Michigan State University. Participants include: Danah Henriksen, Sarah Keenan-Lechel, Rohit Mehta, Punya Mishra, & Carmen Richardson.


  1. Henriksen, D., Mishra, P., & Deep-Play Research Group. (2014). Twisting knobs and connecting things: rethinking technology & creativity in the 21st century. TechTrends, 58(1), 15–19.CrossRefGoogle Scholar
  2. Hofstadter, D. (2008). Metamagical themas: Questing for the essence of mind and pattern. New York: Basic books.Google Scholar
  3. Lilly, F. R., & Bramwell-Rejskind, G. (2004). The dynamics of creative teaching. The Journal of Creative Behavior, 38(2), 102–124.CrossRefGoogle Scholar
  4. Mishra, P., Henriksen, D., & the Deep-Play Research Group. (2013). A NEW approach to defining and measuring creativity. TechTrends, 57(5), 5–13.CrossRefGoogle Scholar
  5. Plucker, J., Beghetto, R., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96.CrossRefGoogle Scholar
  6. Root-Bernstein, R., & Root-Bernstein, M. (1999). Sparks of genius: The 13 thinking tools of the world’s most creative people. New York: Houghton Mifflin.Google Scholar
  7. Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. Scholar
  8. Sawyer, K. (2017). Group genius. New York: Basic Books.Google Scholar
  9. Stevenson, C. E., Kleibeuker, S. W., de Dreu, C. K. W., & Crone, E. A. (2014). Training creative cognition: adolescence as a flexible period for improving creativity. Frontiers in Human Neuroscience, 8, 1–16. Scholar

Copyright information

© Association for Educational Communications & Technology 2018

Authors and Affiliations

  • Carmen Richardson
    • 1
  • Danah Henriksen
    • 2
    Email author
  • The Deep-Play Research Group
  1. 1.Michigan State UniversityEast LansingUSA
  2. 2.Arizona State UniversityTempeUSA

Personalised recommendations