Two questions are examined (a) the differences between creative and uncreative individuals and (b) the differences between artists and scientists. It is concluded that while divergent thinking is a necessary feature of the creative process alike in art and in science the scientific intellect exemplifies more the convergent type. Contrary to what most authorities have said it is here argued that creativity depends more upon the presence of a certain inborn flair than upon personality dynamics.

The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of (...) class='Hi'>Creative Thinking. The sample included 976 students studying in four academic colleges in Israel, of which two are teacher training colleges and two colleges awarding a degree in education. The findings show that most of the students (71%) reported they had cheated at some point during their academic studies, and only one-fifth (21%) thought that they would condemn their peers’ lack of integrity. Creative thinking students and emotionally stable persons tend to be more ethical. Hence, we conclude that it is recommended to deliver creative thinking courses in the teacher’s educational training programs to improve creative thinking levels, reduce academic dishonesty, and create more effective curricula. (shrink)

Dual-process models of cognition suggest that there are two types of thought: autonomous Type 1 processes and working memory dependent Type 2 processes that support hypothetical thinking. Models of creative thinking also distinguish between two sets of thinking processes: those involved in the generation of ideas and those involved with their refinement, evaluation, and/or selection. Here we review dual-process models in both these literatures and delineate the similarities and differences. Both generative creative processing and evaluative (...) creative processing involve elements that have been attributed to each of the dual processes of cognition. We explore the notion that creative thinking may rest upon the nature of a shifting process between Type 1 and Type 2 dual processes. We suggest that a synthesis of the evidence bases on dual-process models of cognition and of creative thinking, together with developing time-based approaches to explore the shifting process, could better inform the development of i.. (shrink)

In the article I refer to the philosophy of William Hasker and his proposal to reconcile respect for the basic dogmas of Christianity with the contemporary standards of knowledge and the needs of people today. In the first part I analyse Hasker’s view on the idea of Christian philosophy. Since he assumes the truthfulness of the main doctrines of Christianity, he is not opposed to being referred to as a Christian philosopher, but neither is he enthusiastic about this name. This (...) attitude is the result of his conviction that the state of absolute neutrality is not possible in philosophy and that regardless of the views accepted as true by a given thinker the requirement for good philosophy is fairness and evaluating all perspectives and beliefs for their internal coherence and their correspondence with the evidence. Therefore, Hasker first tries very carefully to reconstruct positions different from his own and to track down various difficulties in them, especially contradictions. In my opinion, however, the objection of self-contradiction is ineffective when applied to philosophical positions which, as a rule, use vague concepts. The same applies to the claim that these positions are contradictory to evidence, because one of such vague notions is also the notion of evidence. That is why philosophical claims have the extraordinary ability to persist in life or unexpectedly revive after being considered definitively dead. It does not follow from this that one cannot convincingly justify one’s position using less formal criteria. In the second part I focus on the rhetorical device used by Hasker to make his concept of God more attractive. He suggests that we should shape our concept of God based on our idea of a great man, i.e. one who educates children to live independently and is able to effectively and fairly manage large groups of people. Leaving aside the accusation of anthropomorphism, the question arises about the epistemic value of this image, which is not universal, changes over time and depends on the conditions in which people live. The content of this image proposed by Hasker isn’t also consistent with the idea of the God of Christian orthodoxy, which is dominated by traditional rather than open theism. This is where the problem of linking creative thinking and respect for Christian identity arises. Regardless of the opinion that open theism has among traditional theists, Hasker supports the concept of a strong Christian identity determined by a universally recognized creed. I propose to treat this identity a little more flexibly. (shrink)

In this Element, we’ll explore the nature of both imagination and creative thinking in an effort to understand the relation between them and also to understand their role in the vast array of activities in which they are typically implicated, from art, music, and literature to technology, medicine, and science. Focusing on the contemporary philosophical literature, we will take up several interrelated questions: What is imagination, and how does it fit into the cognitive architecture of the mind? What (...) is creativity? Is imagination required for creativity? Is creativity required for imagination? Is a person simply born either imaginative or not (and likewise, either creative or not), or are imagination and creativity skills that can be cultivated? And finally, are imagination and creativity uniquely human capacities, or can they be had by nonbiological entities such as AI systems? (shrink)

Life, and therefore evolution, is a creative process; creativity is not an attribute of a few gifted people. The way we think obscures this truth. Three ways of dealing with a problem are creativity, calculation, and choice. Creativity can occur when a single idea is held in two contradictory frames of reference. Thus to be creative we have to put aside our usual ways of thinking, which are based on either/or. When we put aside this way of (...) thinking we will see that things do not change: they are change. (shrink)

In recent years there has been an upsurge of research aimed at removing the mystery from insight and creative problem solving. The present special issue reflects this expanding field. Overall the papers gathered here converge on a nuanced view of insight and creative thinking as arising from multiple processes that can yield surprising solutions through a mixture of “special” Type 1 processes and “routine” Type 2 processes.

The present study examined the effect of distant temporal distance on creative thinking and the underlying motivation mechanism. We tested our hypotheses in four studies. In Studies 1-4, participants in the distant temporal distance opposed to the proximal temporal distance performed better on a series of creative thinking tasks: the Alternate Uses Task (Study 1), the Chinese Remote Associates Test (Study 2), the Toy Design Task (Study 3) and the Ad Evaluation Task (Study 4). Moreover, Studies (...) 2 and 3 found that promotion motivation mediated the beneficial effect of distant temporal distance on the performance of the two creative thinking tasks. In conclusion, distant temporal distance facilitated creative thinking, and promotion motivation mediated this beneficial effect. (shrink)

Author thinks that Kant's critique of metaphysics is motivated by creative need in execution of the possibility of a holistic world-view. By directing thought to the sphere of theoretically appropriate, Kant gives metaphysics anthropological sense which strengthens his motivation. Anthropologist metaphysics gives motivation to creativity of philosophical thinking by opening volition to connect ontological and axiological in philosophical subject: it gives completeness to worldview. But scientific conscience has not overcome non-critical fantasies that scientific intellect can cognize the last (...) truths about the world without any intensional implicatures of anthropological origin yet. Anthropological method of critical thinking makes scientific intellect holistic and reflexive without censoring religious nature of humankind. (shrink)

-/- Letter to a friend : Creative Thinking and Intuition Letter to a friend about creative thinking and intuition (art, writing, philosophy, science, etc ) .

With the existing research available on negative and malevolent creativity, this paper proposes a more narrowly defined concept: the bi-directional relationship between negative and malevolent creative thinking, which is intended to clarify the way forward for research in the area of negative and malevolent creativity. This paper uses qualitative research to identify and correlate an individual's concept of negative and malevolent creativity and uses a Inductive reasoning methodology to outline a preliminary theory. Following this, the preliminary theory was (...) returned to the primary sources for validation, continuous optimization, and presentation. To better demonstrate the bidirectional linkage mechanism of thinking between the two types, this paper constructed a model to describe the relationships between the variables. This study concludes that negative creative thinking is a kind of native thinking based on personal interests that are developed to emphasize the benefits of an individual's interests, while malevolent creative thinking is a kind of native thinking based on the value-added of personal interests and is deliberately harmful. Both types of thinking share a value orientation, environmental stimulation, and subjective motivation. However, they differ in terms of value goals, ways of thinking, and the scale of the subject. It is concluded from the intrinsic thinking logic of individual thinking as well as the temporal dimension of the individual creative process that value-added and intentions to exploit others are factors that drive the transformation of negative creative thinking into malevolent creative thinking, and personal intention is a vital factor for establishing a linkage between negative and malevolent creative thinking. (shrink)

The COVID-19 pandemic has shed new light on some significant problems that have been present in the education systems for decades. Тhe lack of various educational methods is becoming more and more evident, leading to a decreasing interest in learning and critical thinking. Оn the other hand, more and more research shows that different types of digital games can enhance creative and critical thinking in students. А closer look at the requirements of the educational programs shows how (...) strict they are in their demands on students. Digital games like role playing games can be a bridge between students’ imaginations and complex educational material. Video games feature a variety of game mechanics that stimulate creative thinking and spark interest in otherwise difficult to understand topics. Motivation and engagement in digital games can be used in a specific way for educational purposes. If we think of teaching as an art in itself, what better method of teaching than through interactive arts. (shrink)

The concept of homology is the most solid theoretical basis elaborated by the morphological thinking during its history. The enucleation of some general criteria for the interpretation of homology is today a fundamental tool for life sciences, and for restoring their own opening to the question of qualitative innovation that arose so powerfully in the original Darwinian project. The aim of this paper is to verify the possible uses of the concept of compositional homology in order to provide of (...) an adequate understanding of the dynamics of creative thinking. (shrink)

The role of prefrontal cortex (PFC) in influencing creative thinking has been investigated by many researchers who, while succeeding in proving an effective involvement of PFC, reported suggestive but sometimes conflicting results. In order to better understand the relationships between creative thinking and brain activation in a more specific area of the PFC, we explored the role of dorsolateral PFC. We devised an experimental protocol using transcranial direct-current stimulation (tDCS). The study was based on a 3 (...) (kind of stimulation: anodal vs. cathodal vs. sham) X 2 (priming: divergent vs. convergent) design. Forty-five healthy adults were randomly assigned to one stimulation condition. Participants’ creativity skills were assessed using the Product Improvement subtest from the Torrance Tests of Creative Thinking. After 20 minutes of tDCS stimulation, participants were presented with visual images of common objects. Half of the participants were instructed to visualize themselves using the object in an unusual way (divergent priming), whereas the other half were asked to visualize themselves while using the object in a common way (convergent priming). Priming was aimed at inducing participants to adopt different attitudes toward the creative task. Afterwards, participants were asked to describe all of the possible uses of the objects that were presented. Participants’ physiological activation was recorded using a biofeedback equipment. Results showed a significant effect of anodal stimulation that enhanced creative performance, but only after divergent priming. Participants showed lower skin temperature values after cathodal stimulation, a findings which is coherent with studies reporting that, when a task is not creative or creative thinking is not prompted, people show lower levels of arousal. The involvement of dorsolateral PFC in creativity has been supported, presumably in association to shift of attention modulated by priming. (shrink)

Why_read_Philosophy_of_original-_and_creative-thinking_rather_than_derivative_academic_professionals _ Meta-Philosophy and Philosophy’s rationale, aims, subject-matter and methods. What is philosophy for the creative-, original-thinking philosopher? Why is he doing philosophy? Where does his philosophical problems and insights come from? Comparing speculative/revisionary metaphysics, descriptive metaphysics and the explorative ‘metaphysics’ of the Socratic Method and the Philosophical Investigations. Comments on, or thinking through and with philosophical problems that cannot be dis/solved, Suber’s Meta-philosophy themes and questions, surveys of philosophers (and their believes) and Plant’s ‘On the Domain of (...) Meta-philosophy’. Socio-cultural, psychological and other factors related to the doing of philosophy. (shrink)

The author reflects on the peculiarity of European integration suggesting that its unique characteristics calls for a completely new approach which demands a great deal of creativity in our thinking. Such creativity is needed, first of all, in a very discourse applied to the European integration. Conceptual creativity must help us to depart from the centuries old ideas which do not allow us to see the specificity of the new political reality in Europe. Next, there is a need to (...) overcome two dilemmas that limit our imagination in building new conceptual framework of integrating Europe. These are: the dilemma of liberal or social Europe and the dilemma of federal or intergovernmental Europe. Neither of these two oppositions takes into consideration the unprecedented nature of European Union. In conclusion the author suggests that the way out of the mentioned dilemmas is also through a radical rebuilding of a European integration discourse which must concentrate rather on “solidarity” than on “democracy” as its organizing concept. (shrink)

The aim of teaching philosophy to children ultimately is not to teach them the history of philosophy, but rather to teach them to think, starting from philosophical concepts. This will help to develop high-level skills in children such as questioning, research, understanding and interpreting knowledge, establishing meaningful relationships between knowledge, creating original ideas, and problem-solving. Models of philosophizing with children have been developed, and systematic application attempts have been made, producing successful results in many countries of the world. According to (...) Matthew Lipman, these skills should be developed at a very young age with use of the model of philosophy for children (P4C). Our aim is to show and explore how to develop and sustain creative thinking, which is one of the achievements of P4C. If Lipman is right, children participating in these activities will start to gain creative thinking skills from an early age and will apply this foundation in other knowledge acquisition processes at more advanced developmental stages. This presentation aims to reveal the interrelation between P4C and creative thinking activity. First P4C will be explained, and then creative thinking and the interrelation between the two will be expanded upon in the conclusion. (shrink)

Curiosita Teaching is the narrative that supports you as you teach creativity and teach creatively. The authors focus on bridging the gap between research, theory, and practical application. Under the umbrella of creativity this engaging resource provides the flexibility and structure to integrate creativity into your curriculum at your comfort level as well as provide for differentiation, multiple intelligences, backward planning, and brain-engaging strategies. The practical, step-by-step approach in The Handbook provides tools, activities, and an organizational plan to develop and (...) implement creativity in your classroom. Sequential lessons provide students with the basic skills and understanding of the creative process. (shrink)

By living in different countries, by exposure to mass media, and by individuals and groups publicising their viewpoints, it is difficult to be or stay unaware of issues such as culture, race, sex, religion, politics and developments in science and technology. It may be that human beings are inherently curious, and naturally explore themselves and whatever is around them.

One of the most important questions that educators try to answer is how to prepare new generations of students for an unpredictable future. Students need to learn several skills, such as creativity, critical thinking, collaboration, and communication. Creativity, especially, is an essential skill in a complex and unforeseeable world/era, and an important step in any effort to enhance creativity is to identify students’ creative strengths and relative weaknesses. This review aims to offer school psychologists and other educators such (...) as teachers, policymakers, and curriculum designers a comprehensive and practical guide to one of the most well-known creativity assessments—the Torrance Tests of Creative Thinking that was developed by E. Paul Torrance in the 1960s. The paper discusses the history, components, training, psychometric properties, and uses of the TTCT. Contrary to the notion that the TTCT is only a measure of divergent thinking skills, the current article presents its other uses. It is the authors’ hope that teachers, school psychologists, and other educators will find the information reported in this article useful to better understand the TTCT and use it most effectively. (shrink)

This book is about the basic principles that underlie critical thinking and creativity. The majority of the content is on critical thinking since more topics are naturally involved and since they can be discussed readily and systematically. The last few chapters are devoted to creativity and research methodology, not typical the book's plethora of competition. Each chapter introduces a specific topic, usually by introducing the relevant theories in conjunction with realistic examples that show how the theories can be (...) applied. Each chapter concludes with a set of exercises whose solutions are detailed at the rear of the book. While the writing style is purposefully informal, the presentation is complete, at least with respect to the intended introductory level. (shrink)

Summarizes, with many quotations, a large body of recent psychological writing about the process of mental discovery and invention, and offers some practical suggestions for encouraging creative thinking.--R. H.

Parkinson's disease patients receiving dopaminergic treatment may experience bursts of creativity. Although this phenomenon is sometimes recognized among patients and their clinicians, the association between dopamine replacement therapy in PD patients and creativity remains underexplored. It is unclear, for instance, whether DRT affects creativity through convergent or divergent thinking, idea generation, or a general lack of inhibition. It is also unclear whether DRT only augments pre-existing creative attributes or generates creativity de novo. Here, we tested a group of (...) PD patients when “on” and “off” dopaminergic treatment on a series of tests of creative problem-solving, and related their performance to a group of matched healthy controls as well as to their pre-PD creative skills and measures of inhibition/impulsivity. Results did not provide strong evidence that DRT improved creative thinking in PD patients. Rather, PD patients “on” medication showed less flexibility in divergent thinking, generated fewer ideas via insight, and showed worse performance in convergent thinking overall than healthy controls. Pre-PD creative skills predicted enhanced flexibility and fluency in divergent thinking when PD patients were “on” medication. However, results on convergent thinking were mixed. Finally, PD patients who exhibited deficits in a measure of inhibitory control showed weaker convergent thinking while “on” medication, supporting previous evidence on the importance of inhibitory control in creative problem-solving. Altogether, results do not support the hypothesis that DRT promotes creative thinking in PD. We speculate that bursts of artistic production in PD are perhaps conflated with creativity due to lay conceptions of creativity. (shrink)

Publication date: 16 April 2018 Source: Author: Svitlana Serdiuk, Dmytro Volkov This article highlights the results of the research on psychological features of eschatological expectations of young people with different levels of creative thinking. Our study shows that 26 % of respondents believe that the End of the World will not arrive. Twenty-four per cent of respondents are skeptical about the likelihood of the Apocalypse, but they admit its possibility. Thirty-seven per cent of respondents believe that the End (...) of Time will not come soon and the remaining 13% expect the Apocalypse very soon. Some respondents indicate that growth in the rate of prophecies connected with the End of the World in recent years suggests that humanity itself seeks it, while 9 % of respondents state the religious point of view in their works. Also 9 % of respondents believe that there will be no destruction of civilization or destruction of the planet but there will be a mental transition to another level of being. The existence of correlation between creative thinking and eschatological expectations was also empirically established in our study, especially in the group of respondents with a high level of verbal creativity. There is no correlation between the index of non-verbal creativity, personal religiosity and eschatological expectations in the sample. These results confirm that our study is relevant and offers great prospects for further scientific research. (shrink)

A total of 1,281 Chinese students in grades 3–6 participated in a study that examined the relationships among student-perceived supportive learning environment, mathematical achievement, autonomous self-regulation, and creative thinking. The results demonstrated that student PSLE is positively associated with autonomous self-regulation, creative thinking, and mathematical achievement. In addition, the study also demonstrated that the influence of PSLE on students’ mathematical achievements could be mediated through autonomous self-regulation and creative thinking, respectively. The results shed light (...) on the effectiveness of a supportive learning environment on educational and psychological outcomes in Chinese mathematical classrooms. (shrink)