Book contents
- Frontmatter
- Contents
- List of Contributors
- Preface
- Acknowledgments
- 1 How to Discourage Creative Thinking in the Classroom
- 2 Teaching for Creativity in an Era of Content Standards and Accountability
- 3 Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning
- 4 Creativity: A Look Outside the Box in Classrooms
- 5 Using Constraints to Develop Creativity in the Classroom
- 6 Infusing Creative and Critical Thinking into the Curriculum Together
- 7 The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process
- 8 Learning for Creativity
- 9 Broadening Conceptions of Creativity in the Classroom
- 10 Everyday Creativity in the Classroom: A Trip through Time with Seven Suggestions
- 11 Education Based on a Parsimonious Theory of Creativity
- 12 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
- 13 Creativity in Mathematics Teaching: A Chinese Perspective
- 14 Possibility Thinking and Wise Creativity: Educational Futures in England?
- 15 When Intensity Goes to School: Overexcitabilities, Creativity, and the Gifted Child
- 16 Intrinsic Motivation and Creativity in the Classroom: Have We Come Full Circle?
- 17 Attitude Change as the Precursor to Creativity Enhancement
- 18 Creativity in College Classrooms
- 19 Teaching for Creativity
- Creativity in the Classroom Coda: Twenty Key Points and Other Insights
- Index
- References
14 - Possibility Thinking and Wise Creativity: Educational Futures in England?
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- List of Contributors
- Preface
- Acknowledgments
- 1 How to Discourage Creative Thinking in the Classroom
- 2 Teaching for Creativity in an Era of Content Standards and Accountability
- 3 Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning
- 4 Creativity: A Look Outside the Box in Classrooms
- 5 Using Constraints to Develop Creativity in the Classroom
- 6 Infusing Creative and Critical Thinking into the Curriculum Together
- 7 The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process
- 8 Learning for Creativity
- 9 Broadening Conceptions of Creativity in the Classroom
- 10 Everyday Creativity in the Classroom: A Trip through Time with Seven Suggestions
- 11 Education Based on a Parsimonious Theory of Creativity
- 12 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
- 13 Creativity in Mathematics Teaching: A Chinese Perspective
- 14 Possibility Thinking and Wise Creativity: Educational Futures in England?
- 15 When Intensity Goes to School: Overexcitabilities, Creativity, and the Gifted Child
- 16 Intrinsic Motivation and Creativity in the Classroom: Have We Come Full Circle?
- 17 Attitude Change as the Precursor to Creativity Enhancement
- 18 Creativity in College Classrooms
- 19 Teaching for Creativity
- Creativity in the Classroom Coda: Twenty Key Points and Other Insights
- Index
- References
Summary
INTRODUCTION: CREATIVITY IN THE ENGLISH CLASSROOM
Since the latter years of the twentieth century, creativity has been recognized by policy makers as increasingly important in the education process. At a global level, it has been argued that such policies, whether focused on the youngest learners or those engaged in higher education, are imbued with a “universalized” perspective (Jeffrey & Craft, 2001), which implies that creativity is involved in almost all activities and that all human beings are to some degree capable of creative engagement. In England, Banaji, Burn, and Buckingham (2006) identified nine distinct rhetorics that underpin distinct yet overlapping approaches to creativity in the English classroom. Some are more prevalent than others and each has an age focus, but all are visible in both policy and practice:
Creative genius rhetoric – With its roots in the European Enlightenment, this post-Romantic perspective emphasizes the fostering of extraordinary creativity in a range of domains.
Democratic and political rhetoric – With its roots in the Romantic era, this perspective views creativity as offering empowerment.
The notion of creativity as ubiquitous – This idea views creativity as pervasive.
Creativity as a social good – This concept emphasizes social and individual regeneration, with a focus on inclusion and multiculturalism.
Emphasis on the economic imperative – This rhetoric emphasizes the neoliberal discourse regarding the economic program thus developing a rationale for fostering creativity in the classroom as necessary to developing economic competitiveness.
Approaches that emphasize play – With roots again in Romantic thought, this perspective sees childhood play as the origin of adult creative thought.
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- Nurturing Creativity in the Classroom , pp. 289 - 312Publisher: Cambridge University PressPrint publication year: 2010
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