Nurturing Creativity in Education

doi:10.1111/EJED.12090

Paper

Nurturing Creativity in Education

Published Sep 1, 2014 · P. Collard, J. Looney

European Journal of Education

Q1 SJR score

128

Citations

9

Influential Citations

Full textSemantic Scholar

Abstract

Creativity is also core to progress in knowledge societies.Work is increasingly carried out in non-permanent project-oriented teams, with each member taking on significant responsibilities.Workers need to regularly adapt to new situations and new approaches to problem solving. In their personal lives, individuals have more opportunities to tailor services and products to suit their own needs in ways that were not possible in societies that emphasised mass production and consumption of standardised goods, calling on their creative capacities (Miller & Bentley, 2003). Leaders in the public, private and social sectors are more frequently required to respond to new strategic challenges. Individuals and societies that embrace creativity and experimentation are more likely to realise the benefits of knowledgeintensive societies (Michalski, 2011). It is therefore not surprising that, across continents, creativity is a priority for education and is central to the discourse on 21st century learning. The OECD emphasises the importance of preparing learners for the unknown: jobs that do not yet exist, technologies that are yet to be invented, and problems that have not yet been anticipated (OECD, undated).The OECD’s Innovation Strand also includes a strong emphasis on nurturing creativity in education.The European Reference Framework on Key Competences identifies creativity as a transversal theme that is important for the development of basic skills of language, literacy, numeracy and information and communication technologies (ICT).The EU declared 2009 the ‘Year of Creativity and Innovation’, with a strong focus on the role of culture and diversity in European society and, in education, on barriers as well as good practices (Banajiet al., 2010; Cachiaet al., 2010). Beyond Europe, ministries and departments of education in Australia, Canada, England, Hong Kong, Singapore, Taiwan and the US are among the countries that have developed policy initiatives to support learner creativity (Craft, 2007; the US President’s Commission on the Arts and Humanities, 2011; the Ministry of Education website, Singapore, undated; the Ministry of Education website,Taiwan, undated). In this article, we explore how a greater focus on creativity changes the dynamics of teaching and learning.We are concerned with how teachers nurture everyday creativity and how they themselves develop more creative approaches to teaching. We also explore the themes of ‘closed’ and ‘open’ learning, as defined by Miller, Looney and Siemens (2011).‘Closed’ learning refers to learning where the knowledge to be acquired is already well defined and goals are clear. ‘Open’ learning bs_bs_banner

Highly Cited

Study Snapshot

Key takeawayA greater focus on creativity in education leads to more adaptable, knowledge-intensive individuals and societies, benefiting both individuals and knowledge-intensive societies.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

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Nurturing Creativity in Education

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References

Citations

Parental involvement and student creativity: a three-level meta-analysis

Parental involvement positively impacts student creativity, while psychological control negatively impacts it.

Creativity Among Adolescents and Emerging Adults in the Post-pandemic Era: A Review of the Role of the School and University System

Schools and universities can play a crucial role in fostering creativity in adolescents and young adults during and after pandemics, promoting their active role in society.

Evaluating A New Creative Arts Curriculum: Assessing the Impact of Supervision and Classroom Instruction in Ghana

A new creative arts curriculum in Ghana found that most teachers showed minimal creativity in managing and teaching, with no distinction between male and female participants, and no difference in teaching methods based on experience.

Effectiveness of using google sites-based learning media to improve critical and creative thinking abilities of vocational school students

Using Google Sites as a learning media effectively improves vocational school students' critical and creative thinking abilities, making learning more engaging and enjoyable.

Dominant Indicator of Creative Thinking: The Case of Geography Learning Outcomes

Flexibility is the most dominant and significant indicator of creative thinking in geography learning outcomes, helping students overcome obstacles by finding alternatives or changing strategies.

Creativity-Fostering Teacher Behaviors in Higher Education: A Transdisciplinary Systematic Literature Review

The meta-creativity model highlights the transdisciplinary, interactive, and interdependent nature of creativity-fostering teacher behaviors in higher education, providing insights for teachers, administrators, and policymakers.

Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study

Creative High Achievers, Overconfident Low Performers, and Mathematically Oriented Students are identified as latent subgroups of elementary school students, with self-ratings of originality varying across subgroups.