Individual Creativity and Education - Literature review Example

Individual Creativity and Education By, Author Name: Course Name & No.: Instructor’s Name: Institutional Affiliation: Date Submitted: Individual Creativity and Education Introduction “There are various myths about creativity. One is that only special people are creative, another is that creativity is only about the arts, a third is that creativity cannot be taught, and a fourth is that it is “all to do with uninhibited “self-expression.” None of these is true. Creativity draws on many powers that we all have by virtue of being human. Creativity is possible in all areas of human life, in science, the arts, mathematics, technology, cuisine, teaching, politics” and business among others. Like many human capacities, an individual’s creative powers can be cultivated and refined. Doing that involves an increasing mastery of skills, knowledge, and ideas” (Robinson 2015: 119). Using the quote above as a prompt, the paper centers on Individual Creativity and Education as the key research topics. Individual creativity, in this context, is regarded a process of possessing original ideas which are valuable in life. Its relation to education is crucial in this context. Some writers argue that education impedes one’s ability to be creative. However, other researchers contend that education provides a significant insight. Therefore, the main research question is follows: Does education kill an individual creativity? Individual creativity Over the last ten years, the substantial chunk employment gains emerged in careers that depend on emotional intelligence and skills of people in specific areas. Many jobs demanded elevated levels of creativity and imagination. Even in the current business environments, efforts to retain the prevailing job opportunities will prove futile ((Henriksen, Mishra & Fisser 2016:30). As Gordon and O’Toole (2015:333) suggests, the sole reason emanates from the impacts of trade and technology in transforming the economy towards extensively digitized and innovative paths. The implication is that the future is likely to belong to few individuals with certain kind of mind. These may include, but not limited to, computer programmers with the ability to crank codes, MBAs who can crunch numbers, and lawyers who are capable of crafting contracts (White & Lorenzi 2016:774). Today, the keys to the same openings are have not changed hands. The meaning makers and pattern recognizers, creators and empathizers are the true claimants of the kingdom. These groups of individuals, including inventors, caregivers, consolers, artists, big picture thinkers, gain the society’s recompenses and share in its streams of joy. An individual’s creativity is far beyond the observable actions or activities. Though many people tend to look for ciphers of individual creativity in, students’ made projects, the appearance of bulletin boards, research centers and classroom display (Henriksen, Mishra & Fisser 2016:28), and the truth is that a creative classroom surpasses what eyes can actually see. Creativity embodies the actual process in which minds and bodies actively pursue freshly distinct knowledge (Marrocu & Paci 2012:370). Therefore, in the field of education, having a creative classroom denotes that both the students and teachers collaborate in a manner that enables them to pursue new streams of knowledge. That is the exploration of new thoughts. Creativity in educational setting As stated earlier, the primary objective of this piece is to establish how education and individual creativity relate. That is, to know whether it is true or false that education kills creativity. Therefore, to accomplish this investigation, it is important to examine the key constructs of a creative educational environment. In a classroom, learners who are creative are likely to be curious about everything in their environment (Csikszentmihalyi 1990:63). According to Horan (2009:186), such students always question and challenges the status quo, and they seldom follow the defined rules and guidelines. In other instances of educational settings, creativity shows through unexpected connections. Through literal thinking, creative students create connections and explore relationships between things and activities that are rarely associated (Sripirabaa & Maheswari 2015:110). In this sense, such students likely envision what might be the situation in the event that a particular action is undertaken. Meaning, creative individuals ask the question ‘what if,’ see likelihoods, figure out alternatives, and view things from totally different perspectives. As stated in Sripirabaa and Maheswari (2015:112), another key construct of creativity in an educational environment is the ability to explore ideas together with the available options. Meaning, creative individuals always play with ideas, stab other courses of action and new approaches in addition to keeping the virtue of open-mindedness as they adjust their ideas to obtain well-thought outcomes. Similarly, in regard to Livingston (2010:60) exhortation, creative educational settings embodies critical reflection on ideas, courses of action and results. Creative individuals have the character of reviewing their progress, inviting and using feedback to censure practically and come up with perceptive observations. Understanding the impacts education on creativity Gordon and O’Toole (2015:340) recommends, a change in how schools are managed and how tutors teach, to ensure the perpetuity of creativity in classrooms. The authors argue that being a role model is most the effective way a teacher can help conjure creativity of students. As a substance of the proposition, the researchers maintain that people becomes creative not when told to, but when shown. Does Education Kill Creativity? As mentioned earlier, education can actively delimit one’s ability to become and remain creative. The validity of this statement, however, has not been established. As such, this section examines how education “kills” individual creativity. In the initial essay, it was clearly documented that many teachers and other educational instructors find adapting the creative educational approach a great challenge for one main reason which is that high creativity levels are increasingly being linked to some dark qualities (Baucus et al. 2008:166). This dark side of creativity is what has led to the standardization of teaching procedures which dictates that the students just learn what is spelled in the curricula (Hughes et al. 2016:107). This has significantly limited the efforts of promoting creativity in the education sector. Additionally, Suciu (2014:153) provide evidence that current school systems are thinly disguised strings of a conspiracy meant to suppress creativity. That is why schools follow specific syllabi with clearly defined contents to be taught. As discussed before, one of the key constructs a creative educational environment is the aspect of flexibility. Creative thinkers have to be given space to think freely, manipulate their ideas, and explore other alternatives (Kapoula et al...2016:11). Undoubtedly, with standardized systems of education, we currently have, all these constructs of creative educational settings are not possible to achieve since they demand concurrence with specific methods, techniques, rules, and guidelines. These requirements, as Kapoula et al. (2016:12) emphasize, in one way or another curtails individual creativity. Again, with education, people remain at an inflection point. Through education insights, people tend to re-invent and innovate nearly everything apart from the school system, which in theory ought to underpin the whole process, or even lead the other aspects of invention. Unfortunately, the contrary has for long remained the case. Not so much significant changes have been made on the current education systems as to facilitate creativity (Marrocu & Paci 2012:379). Students, as a result, continue in the same line of learning year in year out and kills creativity by lack of promotion in the education system. Having a deep insight into education systems, one will not hesitate to realize most schools irrelevance remains a major a challenge to the enhancement of creativity. Normally, creativity follows passion and interest of an individual. Some educational systems are merely routinized rather than giving specific interest and passion of students, which actively improve their creativity thresholds. Again, the human educational thinking is majorly concerned with the current happenings and status quo (Livingston 2010:62). Rarely do the educators focus on designing ‘what can be’ [the future]. Education, in this regard, therefore, deviates from the objective function creativity. On the same note, Sawyer (2012:407) argues that it is irrational to contend that education entirely kills creativity. As well, education contributes immensely towards the enhancement of one’s creativity. Definitively, education is the process of gaining knowledge. Similarly, creativity is the processing original ideas or knowledge that is useful. Horan (2007) states that most important progress in the civilization era has directly resulted from creative processes. However, it is ironical that people do not have to be taught how to be creative. Education merely provides the basis and refinement of ideas. Therefore, education can only provide room for creativity when tutors teach creatively. This is deeply discussed in the subsequent section. Creative Teaching As noted previously, education can be modified to support to creativity among humans. As evidenced in Livingston (2010:59), humans have not been able to realize their full potential of creativity. The primary reason being the fact that children are not appropriately natured in their of paths creativity. Individual creativity of humans has thence continued to remain below the anticipation. This, in the end, makes researchers question the sensitive role of creativity, imagination, and discovery in a person’s education. According to Jing-Chuan et al. (2016:234), most people within the educational community, are at the nasal stages of understanding this, although quite a number in populations still seem not to get the meaning of creativity. That is why creative teaching is highly significant if individual creativity has to be elevated within educational environments. Suciu (2014:156) defines creative teaching in two different ways: (1) teaching for creativity and (2) teaching creatively. In teaching for creativity, teachers are supposed to teaching techniques that aim at developing the learners’ ability to possess inventive intellectual and behavior. Teaching creatively, on the other hands, signifies a requirement that teachers need to apply ingenious strategies that can make the learning experience more engaging, exciting, interesting, and real. Nevertheless, it would be extremely reasonable to argue that teaching for creativity, in this sense, takes into account the inventive aspect of teaching. As such, education managers are unlikely to bump the creative abilities of learners if their creativities are in doubt. Teaching for creativity and Teaching with creativity, therefore, embody, the entire range of key constructs of excellent teaching. These includes such characteristics as high expectations, high motivation, the capacity to converse and heed as well as the aptitude to engage, inspire, and interest. Inventive educators, therefore, require extensive proficiency in their specific areas of specialization. In fact, they demand more than this. As Gordon and O’Toole (2015:345), points such teachers should adopt techniques that are in a position to kindle inquisitiveness and advance self-esteem and buoyancy. Creative teachers have to distinguish when confidence threatened and when personal inspiration is needed. Meaning, they have to be in a position to strike and maintain an equilibrium and structured learning environment with opportunities for personal stewardship. In such a case, however, they must to up their group management skills as they keep a close focus on individuals’ creativity. Teaching for creativity is one of the hardest strategies. However, the option can be extremely enjoyable and immensely fulfilling. The process requires adequate planning and sufficient time to create and develop inventive ideas and to make the final assessment of success by evaluating whether they have worked as planned or failed. Significantly, the process takes into account the sureness to extemporize and take diversions, to live with indecision, to pick up unpredicted opportunities for learning; and to risk divulging that the notion has no definite heading. Since most creative teachers are usually ready and willing to try out different aspects of teaching, they understand the significance that learning from experience can accrue to an individual in as individual creativity is concerned. All of these require more adequate expertise in teachers. Further, it is highly significant to eliminate or clearly cut out the key dynamics affecting the creative engagement of partners in education (learners and teachers while emphasizing the prioritization of factors that promote individual creativity. These, according to Sripirabaa and Maheswari (2015:115) may include flexible learning environment, availability of appropriate tools, motivation, and mobilization among others. Again, in education, there are strangely high levels of prescription as per the teaching methods and the contents to be taught. These, as a result, deepen risks of de-skilling instructors besides promoting passivity and conformity in some of them. For so long, one fascinating paradox has always remained with the realms of creativity. Most commentators in the industry often allude to the fact that people need to think beyond their status quo, be innovative and creative for them to have a successful and sustainable future. However, most education systems tend to work against this will and aspiration of humans. They are seldom creative, and so are those who undergo the same systems. Given this state of events, a national level government remains the major duty ensuring progressive education by reducing these potential risks and by promoting advanced levels of teacher creativity and autonomy in his career path and learning environment. Vision for individual creativity and education Future is bright for creative individuals in the society, but only if schools and other educational settings give room for advancement of individual creativity. There are specific measures that must be put in place to ensure education does not kill creativity. These are together coined in this section as the vision for individual creativity educational settings. For a progressive individual creativity in society, there is a need to have an educational system which recognizes that erudition is natural, that actual education is passionate learning, and that the passion for learning is ordinary (Henriksen, Mishra & Fisser 2016:36). Again, for the expansion of individual creativity, people should visualize an educational setting that values creativity and no fact regurgitation, questions and not answers, and excellence and not standardized performance. As documented earlier, creativity must have some originality, excellence, individuality, and questions ascribe to this fact as well. Besides, people also need to envision a social setup that esteems its principals and teachers, remunerates them exceedingly well, and offers them the independence to undertake their duty since they are creative individuals, who are also supposed to take charge of other creative individuals in the society. Lastly, granting extensive and differential contexts for individuals to obtain, create and put into perspective a broad range of understanding, knowledge and personal skills, the educational systems should be able to give pupils space to think critically and creatively. Students should have the chance to find solutions to their own problems and challenges in the environment, notwithstanding their ability create development opportunities and change for the better (Sawyer 2013:60). Therefore, education structure ought to give students a chance to become and remain creative, innovative, capable of leadership, and enterprising as this will package them for better lives in future as personnel and citizens of a nation. Similarly, the should be able to give learners the opportunity to respond positively to life openings, responsibilities, and challenges, to take care of risks as they strive to keep up with changes and environmental adversities. Conclusion Individual creativity is a process of possessing original ideas which are valuable in life. Its relation to education is crucial in this context. Some writers argue that education impedes one’s ability to be creative. However, other researchers contend that education provides a significant insight. The paper, however, focuses, on how education how education kills creativity. It has been established that education through standardization of syllabi, teaching guides and rules impedes creativity. This also happens due to non-creative teaching approaches of teaching, together with the irrelevance of course contents. Adequate measures should, therefore, be taken to ensure individual creativity thrives within the educational settings. Reference Baucus M., Norton W., Baucus D., and Human S. (2008). ‘Fostering creativity and innovation without encouraging unethical behavior.’ Journal of Business Ethics 81(1) pp.163-190. Csikszentmihalyi, M (1990) ‘Enjoyment and the quality of life’ in Flow: The psychology of optimal experience. 1st ed. New York: Harper & Row, pp. 43-70. Gordon, J, & O’Toole, L 2015, 'Learning for Well-being: creativity and inner diversity,' Cambridge Journal Of Education, 45, 3, pp. 333-346, Professional Development Collection, EBSCOhost, viewed 2 June 2017. Henriksen, D, Mishra, P, & Fisser, P 2016, 'Infusing Creativity and Technology in 21st Century Education: A Systemic View of Change', Journal Of Educational Technology & Society, 19, 3, pp. 27-37, Academic Search Premier, EBSCOhost, viewed 2 June 2017. Horan, R (2007) ‘The relationship between creativity and intelligence: A combined Yogic-Scientific approach’, Creativity Research Journal, 19(2-3), pp.179-202 Horan, R (2009) ‘The neuropsychological connection between creativity and meditation,' Creativity Research Journal, 21(2-3), pp.199-222. Hughes D., Evans M., Morrow G., and Keith S. ((2016).‘Popular Music Education’ in The New Music Industries: Disruption and Discovery, Palgrave Macmillan, pp.97-116. Jing-Chuan, L, Chih-Lien, W, Li-Chih, Y, & Shu-Hsuan, C 2016, 'The effects of perceived support for creativity on individual creativity of design-majored students: A MULTIPLE-MEDIATION MODEL OF SAVORING', Journal Of Baltic Science Education, 15, 2, pp. 232-245, Academic Search Premier, EBSCOhost, viewed 2 June 2017. Kapoula, Z, Ruiz, S, Spector, L, Mocorovi, M, Gaertner, C, Quilici, C, & Vernet, M 2016, 'Education Influences Creativity in Dyslexic and Non-Dyslexic Children and Teenagers', Plos ONE, 11, 3, pp. 1-14, Academic Search Premier, EBSCOhost, viewed 2 June 2017. Livingston, L 2010, 'Teaching Creativity in Higher Education,' Arts Education Policy Review, 111, 2, pp. 59-62, Professional Development Collection, EBSCOhost, viewed 2 June 2017. Marrocu, E, & Paci, R 2012, 'Education or Creativity: What Matters Most for Economic Performance?', Economic Geography, 88, 4, pp. 369-401, Academic Search Premier, EBSCOhost, viewed 2 June 2017. Sawyer, K (2013) ‘How to prepare your mind for constant creativity’ in Zig Zag. 1st ed. San Francisco, Calif.: Jossey-Bass, pp. 49-72. Sawyer, R (2012) ‘How to be more creative’ in Explaining Creativity: The Science of Human Innovation. 2nd ed. Oxford: Oxford University Press, pp. 405-426. Sripirabaa, B, & Maheswari T., S 2015, 'Individual Creativity: Influence of Job Autonomy and Willingness to take Risk,' SCMS Journal Of Indian Management, 12, 4, pp. 110-118, Business Source Complete, EBSCOhost, viewed 2 June 2017. Suciu, T 2014, 'The importance of creativity in education,' Bulletin Of The Transilvania University Of Brasov. Series V: Economic Sciences, 7, 2, pp. 151-158, Business Source Complete, EBSCOhost, viewed 2 June 2017 White, I, & Lorenzi, F 2016, 'The development of a model of creative space and its potential for transfer from non-formal to formal education,' International Review Of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 62, 6, pp. 771-790, Professional Development Collection, EBSCOhost, viewed 2 June 2017. Read More

Therefore, in the field of education, having a creative classroom denotes that both the students and teachers collaborate in a manner that enables them to pursue new streams of knowledge. That is the exploration of new thoughts. Creativity in educational setting As stated earlier, the primary objective of this piece is to establish how education and individual creativity relate. That is, to know whether it is true or false that education kills creativity. Therefore, to accomplish this investigation, it is important to examine the key constructs of a creative educational environment.

In a classroom, learners who are creative are likely to be curious about everything in their environment (Csikszentmihalyi 1990:63). According to Horan (2009:186), such students always question and challenges the status quo, and they seldom follow the defined rules and guidelines. In other instances of educational settings, creativity shows through unexpected connections. Through literal thinking, creative students create connections and explore relationships between things and activities that are rarely associated (Sripirabaa & Maheswari 2015:110).

In this sense, such students likely envision what might be the situation in the event that a particular action is undertaken. Meaning, creative individuals ask the question ‘what if,’ see likelihoods, figure out alternatives, and view things from totally different perspectives. As stated in Sripirabaa and Maheswari (2015:112), another key construct of creativity in an educational environment is the ability to explore ideas together with the available options. Meaning, creative individuals always play with ideas, stab other courses of action and new approaches in addition to keeping the virtue of open-mindedness as they adjust their ideas to obtain well-thought outcomes.

Similarly, in regard to Livingston (2010:60) exhortation, creative educational settings embodies critical reflection on ideas, courses of action and results. Creative individuals have the character of reviewing their progress, inviting and using feedback to censure practically and come up with perceptive observations. Understanding the impacts education on creativity Gordon and O’Toole (2015:340) recommends, a change in how schools are managed and how tutors teach, to ensure the perpetuity of creativity in classrooms.

The authors argue that being a role model is most the effective way a teacher can help conjure creativity of students. As a substance of the proposition, the researchers maintain that people becomes creative not when told to, but when shown. Does Education Kill Creativity? As mentioned earlier, education can actively delimit one’s ability to become and remain creative. The validity of this statement, however, has not been established. As such, this section examines how education “kills” individual creativity.

In the initial essay, it was clearly documented that many teachers and other educational instructors find adapting the creative educational approach a great challenge for one main reason which is that high creativity levels are increasingly being linked to some dark qualities (Baucus et al. 2008:166). This dark side of creativity is what has led to the standardization of teaching procedures which dictates that the students just learn what is spelled in the curricula (Hughes et al. 2016:107). This has significantly limited the efforts of promoting creativity in the education sector.

Additionally, Suciu (2014:153) provide evidence that current school systems are thinly disguised strings of a conspiracy meant to suppress creativity. That is why schools follow specific syllabi with clearly defined contents to be taught. As discussed before, one of the key constructs a creative educational environment is the aspect of flexibility. Creative thinkers have to be given space to think freely, manipulate their ideas, and explore other alternatives (Kapoula et al.2016:11). Undoubtedly, with standardized systems of education, we currently have, all these constructs of creative educational settings are not possible to achieve since they demand concurrence with specific methods, techniques, rules, and guidelines.

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