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Uncertainty: A Catalyst for Creativity, Learning and Development pp 7–21Cite as

Not Knowing

Part of the Creativity Theory and Action in Education book series (CTAE,volume 6)

Abstract

This chapter focuses on the role and value of not knowing for creativity, learning and development. More specifically, it proposes a typology of states that are conducive, in different ways, for creative learning, including certain knowing, uncertain not knowing, uncertain knowing, and certain not knowing. They are discussed, in turn, in relation to four associated experiences: trust, anxiety, curiosity and wonder, respectively. Towards the end, two models are proposed that specify how and when these experiences contribute to the process of creative learning. The first is focused on macro stages, the second on micro processes. While the former starts from uncertain not knowing, goes through the interplay between uncertain knowing and certain not knowing, and ends in certain knowledge, the processual model reveals the intricate relations between these experiences in each and every instance of creative learning. The developmental and educational implications of revaluing not knowing as a generate state are discussed in the end.

Keywords

  • Uncertainty
  • Knowledge
  • Anxiety
  • Trust
  • Curiosity
  • Wonder
  • Creative learning

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Fig. 2.1
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Authors and Affiliations

  1. Webster University Geneva, Geneva, Switzerland

    Vlad P. Glăveanu

  2. University of Bergen, Bergen, Norway

    Vlad P. Glăveanu

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  1. Vlad P. Glăveanu
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Correspondence to Vlad P. Glăveanu .

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Editors and Affiliations

  1. Arizona State University, Tempe, AZ, USA

    Dr. Ronald A. Beghetto

  2. LEGO Foundation, Billund, Denmark

    Dr. Garrett J. Jaeger

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Glăveanu, V.P. (2022). Not Knowing. In: Beghetto, R.A., Jaeger, G.J. (eds) Uncertainty: A Catalyst for Creativity, Learning and Development . Creativity Theory and Action in Education, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-030-98729-9_2

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