Definitions of Creativity - Book Report/Review Example

Lecturer Literature Review Definitions of Creativity For many years, the topic of creativity has proved to be difficult one for scholars to define. Most scholars agree that there is a broad range of activities that can qualify as creative in the education domain (Spendlove, 2005). The difficulties inherent in developing a single and precise definition for creativity is one of the limitations that face scholars and educators in developing creativity in the education sector (Craft, 2003). However, despite the difficulties in defining creativity, it remains a central concept that drives education. In the educational context creativity takes on a different dimension, from engineering, science or social work. Firstly, creativity can be related to a high level of intelligence. Such a high level of intelligence is present in a few people that have that particular gift. High intelligence cannot be taught in educational institutions since it is a gift a person is born with internally (Craft, 2001). The second form of creativity is present in all students. The second form of creativity is an important life skill that teachers and other educators should nurture in students (Craft, 2001). In order to nurture this form of creativity among students, schools should set their programs to ensure that it develops self efficiency among all students at all stages of the learning process. Self efficiency entails the ability of the students to realize creativity goals, through the use of minimum resources. Self efficiency is important in education creativity because it ensures the effective allocation and use of the allocated resources in creativity activities. The main characteristics of creativity in education include originality, self efficiency and talent. Most schools approach marginalizes creativity at the cost of other school program activities (Spendlove, 2005). There is a problem in defining the term creativity since, in most cases, people overuse the term creativity while at the same time interchange it for innovation and /or enterprise which may have different meanings. While creativity focuses on generating new ideas, innovation creates value in such ideas (Okpara, 2007). Many authors and scholars have attempted to define the term creativity in different ways. The complexity of the term creativity means that it differs in many educational setups and contexts. For example, as Spendlove (2005) argues that definitions of creativity should include ‘novelty’ as a constant factor. Spendlove (2005) also expands the definition by pointing out that creativity involves achieving surprise for the beholder. Kaufmann (2004) tries to define creativity on the basis of low or high task novelty. Cropley (2001) defines creativity to mean achieving a certain level of pseudo-creativity and novelty. Pseudo-creativity illustrates that the unconscious plays a significant role in creativity process, and that creativity is to some extent irrational. In defining creativity, Craft (2001) develops a type of classification using the big C and little c approach (Cropley, 2001). Big-C creativity entails eminent and clear cut creativity aspects; while the little-c creativity entails creativity approach which is focused greatly on everyday activities, like creative practices performed by non experts. However, despite the challenges in developing a definition for creativity as shown by various scholars, there is a well-known definition by Mackinnon (1975). He states that creativity includes a novel idea or response. For the response to be creative, it must be adaptive in nature and must succeed at solving a problem or a situation or a goal (Spendlove, 2005). Other scholars contribute to the dilemma of developing a definition of creativity by defining what creativity is not. Scholars such as Seltzer and Bentley (1998) argue that creativity does not involve artistic feeling. Some scholars also explain that creativity is not a skill, but a technique or method that particular individuals can perform better than other individuals (Spendlove, 2005). In this context, technique is the approach or process of developing a creative piece of work, while skill is an acquired knowledge to complete the task. Creativity Research Many people believe that creativity is something practiced by creative people only (Fasko, 2001). The notion that creativity is for creative and brilliant people guided research among scholars. For many decades, between 1800 and 1950, researchers guided their work by this principle and focused on individual differences among people. The research on creativity focused on what creative people are like and how they differed from other people. The limitation of focusing creativity research on individuals is that it generates little information on the various aspects of creativity such as influence of cultures and environment on creativity (Amabile, 1996). Multicultural experiences increase the individuals’ ability to generate creative and effective solutions to problems in the society. Exposure to new cultural aspects enhances individuals’ ability to generate creative ideas. Exposure to other cultures provides individuals with greater information database, from which to generate their ability to produce creative solutions. To practitioners concerned with helping people become more creative, this old type of creativity research offered little. The research did not consider the role of the social environment and circle in creating creativity and innovation. Traditional creativity research has essentially focused on psychological traits of people: for example, personality, intelligence, motivation and child development were the variables studied (Spendlove, 2005). These variables have impact on levels of creativity. Children who grow up in creative environment usually become creative and innovative individuals in future. It is also important to note that individuals who are more extroverts, intelligent and motivated; become more creative. However, a new contemporary approach to creativity research assumes that all normal humans have the ability to produce certain levels of creative work in particular domains. Time and the social environment can influence individuals to develop set levels and frequencies of creative behavior. According to Amabile (2005), creativity is the creation of useful ideas that are important in particular domains; for examples, creation of new ideas on technological innovations. Students have generated new creative ideas before, especial in information technology like social media. The last decade has registered an increased level of interest and research on creativity in education. Creativity research has gone through various phases from 1950s and 1960s up to 1990s to transform from person-oriented research to a more holistic approach (Craft, 2001). At the start, creativity research focused on creative minds and intelligence of individuals (Craft, 2001). It focused on what was different about the brains and minds of creative people and the unique things that these people could do different from other people. (Craft, 2001) The current research on creativity focuses on ordinary or mainstream creativity rather than the genius-type. It also emphasizes creativity in terms of social systems rather than studying individuals (Spendlove, 2005). However, there are still many gaps in creativity research. There is a need for more research and investigation into the relationship between cultural response and creativity. Such investigation should also study the cultural aspect of creativity and the impact of other social factors such as beliefs and community values that can hinder creative ideals and practices. Developing Creativity in Educational Institutions Changes in education are important for the economy of any country. The future of education is changing all over the world. In order to improve and develop creativity among students, educational institutions can develop approaches to enhance creativity among students and teachers. One method to enhance creativity is to invite outside speakers to give lectures and presentations on creativity and other topics that encourage creative thinking (Fatt, 2000). The speakers can for instance illustrate to technology students the aspects of software development. The success of this is measured through allowing each individual student to develop software that can be applied in sectors of the economy like education or finance. The presentations can concentrate on other interesting subjects or can focus on creative thinking itself. If the presenter is a senior person in the country or other senior offices, students tend to take such presentations seriously (Fatt, 2000). Educational institutions can also create a positive climate that enhances creative thinking through motivating students and adjusting the curriculum. Adjusting the curriculum can involve the introduction of creative education programs like software development or performing arts. Students are then encouraged to participate in creative events like entertainment or software development using instructions learnt in the creative subjects. The classroom environment can also play a significant role in enhancing creativity in education. Teachers should conduct their classes in rooms where the students are allowed to research the internet for new ideas instead of depending on books and lecture notes for information. Internet use should, however, be controlled by the education administrators. To prevent plagiarism of academic work, plagiarism detection software should be installed in the Education Information System of the institution. Also, to prevent access to non-academic internet sites, the education instructors should install software and firewalls that prevent or block the non-academic sites. Teaching methods should also allow students to be creative and develop new ideas. For example, students can have a sketchbook where they scribble ideas that would later be shared with other people (Allen, 2005). Or they could maintain a reflective journal which promotes meta-cognitive thinking etc. Universities and schools should have enough budgets to increase the number of books and computer programs on creative thinking. Students should have full access to these books and computer programs. Full access to creative thinking books can be ensured through using e-books, which can easily be shared and transferred via email or internet. Adequate creative programs can be ensured through enabling students to install the programs in their personal Smartphone, tablets or PCs. The institution can increase access of information on creative thinking by developing a web page where students, teachers and other colleagues can access and share information on creativity. Schools should also review their approach to include new disciplines and courses on creativity and other areas that are important in meeting the challenges of the current world. Some of the important disciplines include: innovation, entrepreneurship and global management, critical thinking, art, and music. The new courses and discipline encourage creativity among students. Enhancing creativity in fields such as business encourages students to carry out and develop entrepreneurial ideas that help them after school (Hamidi et al., 2008). The school programs from primary schools to higher education levels should be set in such a way that they allow students to build on their own creativity and exchange these ideas with fellow students. To improve creativity, there should be feedback mechanisms whereby teachers and other students discuss their various creative products and ideas and provide feedback to each other. Whether it is negative or positive feedback, the response from teachers and fellow students is an important method of improving creativity among students. Students can also write papers and other academic materials for peer reviewing to ensure that they develop quality ideas and innovations (Anon., 1997). School principals and administrators can create a creative climate at school; through encouraging free communication and feedback on new ideas, by colleagues from other schools. The discussion on new ideas ensures improvements in creative ideas or products; for example feedback on new research software can increase accessibility to all student, instructors, and school administrators. To enhance learning and creativity teachers should allow students to make suggestions. Every student should get a chance to raise individual opinions and enquiries regarding various components of the approach and other sectors. According to Kind & Vanessa (2007), creative teaching and inquiry science are some of the important ways of encouraging students to develop creativity in science education. This is because it gives students and teachers the opportunity to enquire more about a particular topic of interest. In the process of inquiry into creative topics and areas, students find themselves developing creative ideas. Certain factors hinder the creativity aspects in the school system. According to Robinson (2007), schools decrease creativity among the students. This is because the school curricula concentrates more on educating students to become future employees, rather than creative thinkers, innovators and entepreneurs. Many students go to school with the main belief and intention of securing formal employment in future. Because the education system is developed to make studet believe they will get jobs after school; it prevents the students from developing creative ideas, technology, or products. Robinsson stresses that creativity in education is very important, just like literacy. Therefore, the education system should accommodate creativity thiking and innovation, for the benefit of students, the school community, and the nation at large. Bibliography Allen, F., 2005. Creativity v Education:The Role of the Sketchbook in the Construction of the artists self. Art Monthly, Volume 366, pp. 12-14. Amabile, T., 1996. Creativity and Innovations in Organizations. Havard Business School. Anon., 1997. Entire School is Encouraged to give Suggestions. The Strait Times, 29 September. Craft, A., 2001. Little c Creativity. In: A. Craft, B. Jeffrey & M. Lebling, eds. Creativity in Education. London: Continuum. Craft, A., 2003. The Limits to Creativity in Education: Dilemmas for the Educator. British Journal of Educational Studies, 51(2), pp. 113-127. Cropley, A., 2001. Creativity in Education and Learning: A Guide for Teachers and Educators. London: Kogan Page. Fasko, D., 2001. Education and Creativity. Creativity Research Journal, Volume 13, pp. 317-327. Fatt, J., 2000. Fostering Creativity in Education. Education, 120(4), pp. 744-757. Hamidi, D., Wennberg, K. & Berglund, H., 2008. Creativity in Enterpreneurship Education. Journal of Small Business and Enterprise Development, 15(2), pp. 304-320. Kaufmann, G., 2004. Two Kinds of Creativity - But Which Ones?. Creativity and Innovation Management, 13(3), pp. 154-165. Kind, P. & Vanessa, K., 2007. Cretivity in Science Education: Perspectives and Challenges for Developing School Science. Studies in Science Education, 43(1), pp. 1-37. MacKinnon, D., 1975. IPARs Contribution to the Conceptuliztion and Study of Creativity. In: Getzels, ed. Perspectives in Creativity. Chicago: Aldine. Okpara, F., 2007. The Value of Creativity and Innovation in Entrepreneurship. Journal of Asia Entrepreneurship Robinson, K., 2007. Do Schools Kill Creativity. Video retrieved from https://www.youtube.com/watch?feature=player_embedded&v=iG9CE55wbtY Spendlove, D., 2005. Creativity in Education: A Review. Design and Technology Education: An International Journal, 10(2), pp. 9-18. Seltzer, K. & Bentley, T., 1998. The Creative Age:Knowledge and Skills for the New Economy. London: Prentice. Read More