Year: 2004
Type: other
Abstract: Creativity is not an easy phenomenon to define and\nhence understand. Perhaps this is partly the reason\nwhy there seems to be ‘issues’ in creativity and\ndesign and technology education. Some\napproaches to understanding creativity have\nfocused on one area, for example the cognitive\napproach. There are however, a number of\nresearchers who suggest that there are many interrelated\nfactors that seem to contribute towards\nunderstanding creativity. These have become known\nas multidisciplinary approaches.\nThis paper outlines one such approach to creativity,\nCsickszentmihalyi’s ‘Systems Perspective’ for\nstudying creativity. A number of implications and\nissues will be explored with respect to the teaching\nand learning of creativity in design and technology\n(D&T). The teacher it is argued, has a significant\nrole in increasing the likelihood of creativity in the\nD&T classroom.\nThis paper is limited to a small case study, but seeks\nto generate a debate in order to help demystify the\nphenomenon of creativity, how it may inform practice\nin the D&T classroom, and ultimately increase the\nlikelihood of creativity for pupils studying D&T.
Author: Nicholl, Bill
Institution: University of Cambridge
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2162517397