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Education Sciences
Special Issues
Educating for Positive Creativity
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Educating for Positive Creativity

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 September 2022) | Viewed by 33334

Special Issue Editors

Prof. Dr. Robert J. Sternberg

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Guest Editor
Department of Human Development, Cornell University, Ithaca, NY 14850, USA
Interests: intelligence; creativity; wisdom; thinking styles; giftedness; courage
Special Issues, Collections and Topics in MDPI journals
Dr. Sareh Karami

E-Mail
Guest Editor
Educational Psychology Faculty, Mississippi State University, Mississippi State, MS 39762, USA
Interests: giftedness; creativity; wisdom

Special Issue Information

Dear Colleagues,

Many educators have recognized that teaching and testing for memorization of facts is, in itself, an incomplete model for a pedagogy of education. Educators have come to ask what might be missing from a test-centric curriculum and assessment program. Educators at all levels and in all disciplines have come to appreciate that creativity is not a quality that is or should be limited just to gifted individuals—it is a quality that everyone needs to survive in an uncertain and rapidly changing world. At the same time, recent times have made it clear that even creativity is not enough. The reason is that creativity can be used toward good or bad—positive or negative ends. Sometimes, the very same innovation that is in some ways positive is simultaneously negative in others. It therefore behooves us, as educators, not just to educate for creativity, but also to educate students for positive creativity—creativity that, at some level, makes the world a better place.

The goal of this Special Issue is to focus on education for positive creativity. Some of the questions that articles might address are:

  1. What is positive creativity?
  2. Why is it important to educate not just for creativity, but also for positive creativity?
  3. What would be or are the benefits of teaching for positive creativity? Are there also costs?
  4. What would or does teaching for positive creativity look like?
  5. What would or does assessing progress in developing creativity look like?
  6. What programs, if any, are you aware of that teach for positive creativity? What do they look like and are there any data to support their efficacy?
  7. What are mistakes that teachers might make in teaching for positive creativity?
  8. What might society look like if students were adequately educated for positive creativity?

References:

Clark, K., & James, K. (2010).  Justice and positive and negative creativity. Creativity Research Journal, 12(4), 311–320. 

James, K., Clark, K., & Cropanzano, R. (1999). Positive and negative creativity in groups, institutions, and organizations: A model and theoretical extension. Creativity Research Journal, 12, 211–226.

James, K., & Taylor, A. (2010). Positive creativity and negative creativity (and unintended consequences). In D. H. Cropley, A. J. Cropley, J. C. Kaufman, & M. A. Runco (Eds.), The dark side of creativity (pp. 33–56). New York: Cambridge University Press.

Sternberg, R. J. (2019).  Creativity is not enough: The WICS model of leadership. In B. Mainemelis & Epitropaki, O., & Kark, R. (Eds.), Creative leadership: Contexts and prospects (pp. 139–155). New York: Routledge.

Sternberg, R. J. (in press-a). Positive creativity. In A. Kostic & D. Chadee (Eds.), Current research in positive psychology. Palgrave-Macmillan.

Sternberg, R. J. (in press-b).  Positive creativity as the intersection between creativity, intelligence, and wisdom. In H. Kapoor & J. C. Kaufman (Eds.), Creativity and morality. Academic Press.

Sternberg, R. J., & Lebuda, I. (2020). Creativity tempered by wisdom: Interview with Robert J. Sternberg. Creativity: Theories-Research-Applications, 6(2), doi:10.1515/ctra-2019-0017.

Prof. Dr. Robert J. Sternberg
Dr. Sareh Karami
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • creativity
  • positive creativity
  • education
  • wisdom
  • ethical leadership
  • common good
  • active citizenship

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Published Papers (9 papers)

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13 pages, 245 KiB  
Article
Positive Creativity and the Intentions, Discretion, Problem Finding, and Divergent Thinking That Support It Can Be Encouraged in the Classroom
by Mark A. Runco
Educ. Sci. 2022, 12(5), 340; https://doi.org/10.3390/educsci12050340 - 12 May 2022
Cited by 8 | Viewed by 3563
Abstract
This article begins by presenting a definition of positive creativity. This definition is based in part on the standard view of creativity, which points to originality and effectiveness. A brief discussion of the distinction between benevolent creativity and malevolent creativity indicates that intentions [...] Read more.
This article begins by presenting a definition of positive creativity. This definition is based in part on the standard view of creativity, which points to originality and effectiveness. A brief discussion of the distinction between benevolent creativity and malevolent creativity indicates that intentions should also be required of positive creativity. Intentions may seem like difficult things to monitor in the classroom, but several useful methods are described herein. The suggestions that are offered here to support positive creativity involve divergent thinking and decision making. The most novel claim in this article is that positive creativity may involve not just problem solving but also problem finding. A second important claim is that educators must be prepared to take the good with the bad. More specifically, when creativity is encouraged, students are likely to think in truly divergent directions, which means they may offer negative as well as positive ideas. Educators should be prepared for ideas that they themselves do not understand. Practical suggestions are offered, including the recommendation that educators should encourage careful decision-making about what constitutes a worthwhile problem (as well as how to solve such problems in a creative fashion). Quite a few instances of malevolence take the form of pseudo-problems. These must be recognized as such and attention must be directed instead to the significant problems that do plague society, such as the climate crisis, the protection of voting rights, and racial discrimination. Positive creativity is needed now more than ever before. Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
11 pages, 252 KiB  
Article
Teaching for Positive and Transformational Creativity through Service Learning
by Ophélie Allyssa Desmet and Anne Marie Roberts
Educ. Sci. 2022, 12(4), 234; https://doi.org/10.3390/educsci12040234 - 24 Mar 2022
Cited by 7 | Viewed by 4721
Abstract
Positive creativity involves creative ideas and products that are beneficial to humanity. This paper discusses the importance of fostering positive and transformational creativity in PK-12 and college settings, and concrete classroom strategies for nurturing positive creativity through a service learning pedagogy. A brief [...] Read more.
Positive creativity involves creative ideas and products that are beneficial to humanity. This paper discusses the importance of fostering positive and transformational creativity in PK-12 and college settings, and concrete classroom strategies for nurturing positive creativity through a service learning pedagogy. A brief history of service learning pedagogy is discussed, along with a practical application of the K-12 Developmental Service Learning Typology, a theoretical service learning pedagogical model. This practical application highlights three examples of how service learning can foster positive and transformational creativity: experiential learning through community service or volunteering, problem-based learning through community exploration, and using Destination Imagination as a form of social or community activism. The latter two examples demonstrate using curiosity to create positive, novel, and useful products through a cycle of deep exploration of topics that each student has an intense interest in, called the Roberts Curiosity Community Exploration Cycle (R-CCEC). Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
14 pages, 3194 KiB  
Article
The Bridging Role of Goals between Affective Traits and Positive Creativity
by Hung-Hsiang Wang and Xiaotian Deng
Educ. Sci. 2022, 12(2), 144; https://doi.org/10.3390/educsci12020144 - 21 Feb 2022
Cited by 4 | Viewed by 2854
Abstract
Positive creativity training is crucial for 21st century learning, yet the influence of affective traits and goals with different intentions on positive creativity is unclear. We held a creativity training workshop for fifty-four undergraduates to determine its influence. We first assessed participants’ affective [...] Read more.
Positive creativity training is crucial for 21st century learning, yet the influence of affective traits and goals with different intentions on positive creativity is unclear. We held a creativity training workshop for fifty-four undergraduates to determine its influence. We first assessed participants’ affective traits (risk-taking, curiosity, imagination, and complexity) using the Test of Divergent Feeling from the Creativity Assessment Packet. Then, we provided participants with twenty-seven products as inspiration sources for designing novel staplers. Each participant was asked to define a certain design goal, for which they chose one of the inspiration sources to generate ideas. We assessed the novelty of ideas and classified them according to the goals with different intentions. Results showed a bridging role of the goals between affective traits and creativity. This role was reflected in positive correlations between (1) curiosity and novelty with effort-saving goals; (2) complexity and novelty with orderliness goals. In addition, we found participants with high risk-taking tended to set versatility goals; the orderliness goal led to the highest novelty of ideas. Our findings suggested that teachers should pay attention to students’ affective traits and guide them to set goals in positive creativity education. Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
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14 pages, 6862 KiB  
Essay
A Black Mirror of Bright Ideas: Could Media Educate towards Positive Creativity?
by Simon Majed Ceh and Izabela Lebuda
Educ. Sci. 2022, 12(6), 402; https://doi.org/10.3390/educsci12060402 - 13 Jun 2022
Cited by 3 | Viewed by 2753
Abstract
With the media’s omnipresence, beneficial and detrimental effects on human behavior—including creativity—are being widely discussed. This essay presents potential benefits of passive and active media use for enhancing creative thinking and behavior. Based on the classic socio-cognitive theory of observational learning and stressing [...] Read more.
With the media’s omnipresence, beneficial and detrimental effects on human behavior—including creativity—are being widely discussed. This essay presents potential benefits of passive and active media use for enhancing creative thinking and behavior. Based on the classic socio-cognitive theory of observational learning and stressing the importance of creative self-beliefs, certain types of media content and activities are highlighted to demonstrate how traditional and modern media can shape positive creativity—contributing to novel and valuable behavior from both individual and social points of view. The discussion proceeds to link media influence with creative skills, creative self-beliefs, and group creativity, emphasizing the necessity of media education and systematic scientific research on the topic. Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
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11 pages, 233 KiB  
Perspective
Scaffolding Positive Creativity in Secondary School Students
by Zorana Ivcevic, Jessica D. Hoffmann and Julie A. McGarry
Educ. Sci. 2022, 12(4), 239; https://doi.org/10.3390/educsci12040239 - 26 Mar 2022
Cited by 4 | Viewed by 3881
Abstract
Guided by research in creativity studies, moral development, and positive youth development, this paper proposes four principles to guide education toward positive creativity: (1) building prosocial motivation, (2) building emotion skills to build persistence, (3) building an understanding of creativity as dynamic, and [...] Read more.
Guided by research in creativity studies, moral development, and positive youth development, this paper proposes four principles to guide education toward positive creativity: (1) building prosocial motivation, (2) building emotion skills to build persistence, (3) building an understanding of creativity as dynamic, and (4) building self-concept of positive creativity. To illustrate applying these theoretically derived principles to teaching positive creativity, we provide examples from the inspirED program for secondary school students, which aims to build a more positive social and emotional climate through student-led creative projects. The four phases of the inspirED program—Assess the problems, Brainstorm ideas, Complete a project, and Debrief the project’s impact—are mapped onto the four principles of teaching for positive creativity. Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
10 pages, 269 KiB  
Commentary
Positive Creativity in a Negative World
by James C. Kaufman and Vlad Glăveanu
Educ. Sci. 2022, 12(3), 193; https://doi.org/10.3390/educsci12030193 - 9 Mar 2022
Cited by 5 | Viewed by 3355
Abstract
In this article we raise two linked questions in relation to positive creativity (creativity that can help transform the world to a better place): (1) Why does a great deal of positive creativity fly under the radar? and (2) What can be accomplished [...] Read more.
In this article we raise two linked questions in relation to positive creativity (creativity that can help transform the world to a better place): (1) Why does a great deal of positive creativity fly under the radar? and (2) What can be accomplished to enhance the visibility and frequency of positive creativity? Building off of the recent CASE model (Capital, Awareness, Spark, Exceptionality Model), which is focused on creativity that is hidden and overlooked, we unpack some of the reasons why positive creativity is often ignored in classroom settings. Using this framework as an intervention tool allows us, conversely, to identify those elements that can be enhanced to make positive creativity more visible and, overall, more present in education (and beyond). Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
14 pages, 474 KiB  
Essay
Positive Creativity Is Principled Creativity
by Ronald A. Beghetto and Ross C. Anderson
Educ. Sci. 2022, 12(3), 184; https://doi.org/10.3390/educsci12030184 - 6 Mar 2022
Cited by 6 | Viewed by 4751
Abstract
The purpose of this article is to introduce an action-oriented framework aimed at clarifying and promoting a principled approach to creativity in education. A principled approach to creativity refers to the design and implementation of positive creative educational endeavors, which are guided by [...] Read more.
The purpose of this article is to introduce an action-oriented framework aimed at clarifying and promoting a principled approach to creativity in education. A principled approach to creativity refers to the design and implementation of positive creative educational endeavors, which are guided by a set of agreed-upon commitments aimed at making a positive contribution to the learning and lives of others. We open by discussing how our conception of a principled approach to creativity connects to positive creativity and how this approach can guide creative educational endeavors. More specifically, we discuss the opportunities and responsibilities associated with a principled approach to creativity, including how educators, students, and researchers can re-conceptualize creative opportunities, creative risk-taking, creative action, and the intended and unintended outcomes that result from promoting creative thought and action in and beyond the walls of schools and classrooms. Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
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9 pages, 212 KiB  
Essay
The Construction of an Undergraduate Creativity Seminar 33 Years in the Making
by Beth A. Hennessey
Educ. Sci. 2022, 12(3), 149; https://doi.org/10.3390/educsci12030149 - 22 Feb 2022
Viewed by 1265
Abstract
For 33 years, I offered an undergraduate, upper-level seminar on the Psychology of Creativity. A review of nearly three dozen versions of seminar syllabi, readings, assignments and student work reveals a chronicling of the evolution of the study of creativity as well as [...] Read more.
For 33 years, I offered an undergraduate, upper-level seminar on the Psychology of Creativity. A review of nearly three dozen versions of seminar syllabi, readings, assignments and student work reveals a chronicling of the evolution of the study of creativity as well as the evolution of classroom teaching, student sensibilities, and my own changing views. Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
14 pages, 236 KiB  
Essay
When We Teach for Positive Creativity, What Exactly Do We Teach For?
by Robert J. Sternberg and Aakash Chowkase
Educ. Sci. 2021, 11(5), 237; https://doi.org/10.3390/educsci11050237 - 14 May 2021
Cited by 12 | Viewed by 4457
Abstract
Positive creativity is creativity that makes the world a better place—that makes a positive, meaningful, and potentially enduring difference to the world. Positive creativity can be a bit of a slippery concept in that, what is positive to one person or one group [...] Read more.
Positive creativity is creativity that makes the world a better place—that makes a positive, meaningful, and potentially enduring difference to the world. Positive creativity can be a bit of a slippery concept in that, what is positive to one person or one group may be neutral or even negative to another group. Much of teaching young people for positive creativity, therefore, involves providing the tools to decide what positive creativity means to them, and teaching them how to defend their decision. This essay focuses especially on alternative conceptions of what positive creativity means. It considers a variety of approaches, such as definitional models—objective and subjective betterment; ratings, including from layperson and experts; philosophical models—utilitarian and categorical-imperative models; decision-theory models—minimax, maximin, and maximax models; psychologically based models—a Four-C model and a model based on wise creativity. The essay also discusses steps toward teaching explicitly for positive creativity. Full article
(This article belongs to the Special Issue Educating for Positive Creativity)
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