Book chapter
Tracing the Educational Arc of Creativity: Frameworks for Research and Pedagogy
The Oxford Handbook of Creativity and Education, pp 17-32
05 Aug 2025
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Abstract
Although creativity research in education has accelerated during the past 50 years, creativity remains ambiguous to teach, assess, and adapt to real-world learning applications. This chapter unpacks conceptions of creativity in key philosophical tracts through the ages, reflecting enduring inquiries about how to define and promote the human ability to think in novel, high-quality, and useful ways. Starting with Greek philosophers who raised questions about creativity as inborn versus learned, the chapter reviews issues related to pragmatism, social interactionism, and constructivism movements. Educational theorists such as John Dewey, Jerome Bruner, and Paolo Freire articulate contrasting notions of creativity and its role in learning. These views underpin psychological, sociological, and anthropological approaches to understanding creativity, which show the breadth of possible pedagogical and research approaches today.
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Details
- Title
- Tracing the Educational Arc of Creativity
- Creators
- Jen Katz-Buonincontro - Drexel UniversityTodd Kettler - Baylor University
- Contributors
- Jen Katz-Buonincontro (Editor) - Drexel UniversityTodd Kettler (Editor) - Baylor University
- Publication Details
- The Oxford Handbook of Creativity and Education, pp 17-32
- Series
- Oxford Handbooks
- Publisher
- Oxford University Press
- Resource Type
- Book chapter
- Language
- English
- Academic Unit
- School of Education
- Scopus ID
- 2-s2.0-105009126629
- Other Identifier
- 991022049010604721