Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship

2013 Edition
| Editors: Elias G. Carayannis

Creativity and Confucianism

Reference work entry
DOI: https://doi.org/10.1007/978-1-4614-3858-8_18

Synonyms

Creativity and Confucianism

Confucianism – the ideas of the teachings of Confucius (551–479 B.C.) – prescribes the practical ethics of daily life without religious considerations. Confucianism is the major cultural influence in Asian societies including China, Japan, Hong Kong, Korea, Singapore, Taiwan, and Vietnam. Confucian cultural tradition and values have served as the ethical and moral foundation for East Asian thinking, permeating every interaction, from business to social to family. Confucian values contrast sharply with Western values, which encourage individuality, individual achievement, and various means of standing out, such as displaying creativity. Confucianism, with its emphasis on rote learning, hierarchy, and inequality, has traditionally dampened creativity. Though various forces have worked to diminish Confucianism’s impact in recent years (Kim and Pierce 2012), considerable differences in conceptions of creativity have...

This is a preview of subscription content, log in to check access

References

  1. Chan S. The Chinese learner – a question of style. Educ Train. 1999;41(6/7):294–304.Google Scholar
  2. Chen G-M, Chung J. The impact of Confucianism on organizational communication. Commun Q. 1994;42(2):93–105.Google Scholar
  3. Cheng KM. Can educational values be borrowed? Look into cultural differences. Peabody J Educ. 1998;73:11–30.Google Scholar
  4. Csikszentmihalyi M. Implications of a systems perspective for the study of creativity. In: Sternberg RJ, editor. Handbook of creativity. New York: Cambridge University Press; 1999. p. 313–35.Google Scholar
  5. Fah YC. The spirituality of Chinese social obligations. Transformation. 2002;19(1):34–6.Google Scholar
  6. Henderson BB, Marx MH, Kim YC. Academic interests and perceived competence in American, Japanese and Korean children. J Cross-Cult Psychol. 1999;30(1):32–50.Google Scholar
  7. Hwang K-K. Filial piety and loyalty: two types of social identification in Confucianism. Asian J Soc Psychol. 1999;2(1):163–83.Google Scholar
  8. Kim KH. The creativity crisis: the decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creat Res J. 2011;23(4):1–11.Google Scholar
  9. Kim KH, Pierce RA. Torrance’s innovator meter and the decline of creativity in America. In: Shayinina LV, editor. The international handbook of innovation education. London: Taylor & Francis/Routledge. In press 2012.Google Scholar
  10. Li J. Creativity in horizontal and vertical domains. Creat Res J. 1997;10:107–32.Google Scholar
  11. Martinsons MG, Martinsons AB. Conquering cultural constraints to cultivate Chinese management creativity and innovation. J Manag Dev. 1996;15(9):18–35.Google Scholar
  12. Rudowicz E. Creativity and culture: a two way interaction. Scand J Educ Res. 2003;47:273–90.Google Scholar
  13. Sternberg RJ, Lubart TI. Investing in creativity. Am Psychol. 1996;51:677–88.Google Scholar

Copyright information

© Springer Science+Business Media LLC 2013

Authors and Affiliations

  1. 1.The College of William and MaryWilliamsburgUSA
  2. 2.Christopher Newport UniversityNewport NewsUSA