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
12 - Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
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
A river runs through a village somewhere. And for many years, it is just a river, feeding the rice paddies, carrying away waste, silt, pebbles, and the occasional dog or cat. But one day, without even consciously trying, someone realizes that it is a road, a way out. And later that someone wonders why he or she didn't see it before – that the river is a road and that the road can be a river – even though it had been there all along.
And so we are beginning to realize with creativity that it has always been in the classroom but hidden in plain sight. It is not that creative behavior, creative thinking, and creative learning never existed before in classrooms. A colleague recalls once proposing an unconventional subject of study for a senior project in high school. While his classmates took up the ubiquitous topics of various sports, medicine, feminism, and other well-recycled subjects, he decided to review the history and legitimacy of parapsychology. His topic was firmly rejected. However, being a persistent fellow, he undertook it anyway, approached it seriously, and presented an interesting and worthy paper in the end that earned a high mark. But why was his innovation and unconventional thinking not recognized initially as a form of creativity?
In this chapter, we examine the evolving and exploratory relationship between teachers and creativity in the classroom.
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- Information
- Nurturing Creativity in the Classroom , pp. 252 - 269Publisher: Cambridge University PressPrint publication year: 2010
References
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