Educating for Positive Creativity
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (30 September 2022) | Viewed by 31398
Special Issue Editors
Interests: intelligence; creativity; wisdom; thinking styles; giftedness; courage
Special Issues, Collections and Topics in MDPI journals
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:
- What is positive creativity?
- Why is it important to educate not just for creativity, but also for positive creativity?
- What would be or are the benefits of teaching for positive creativity? Are there also costs?
- What would or does teaching for positive creativity look like?
- What would or does assessing progress in developing creativity look like?
- 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?
- What are mistakes that teachers might make in teaching for positive creativity?
- 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
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Keywords
- creativity
- positive creativity
- education
- wisdom
- ethical leadership
- common good
- active citizenship
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