The human experience is punctuated by times of crisis. Some crises are experienced at a personal level (e.g., the diagnosis of a life-threatening disease), organizational level (e.g., a business facing bankruptcy), and still others are experienced on a societal or global level (e.g., COVID-19 pandemic). Although crises can be deeply troubling and anxiety provoking, they can also serve as an important catalyst for creative action and innovative outcomes. This is because during times of crisis our typical forms of reasoning and (...) action may no longer serve us. It is precisely during such times that new ways of thought, action and leadership are needed. A key question for researchers to consider is:Why and how times of crisis serve as an impetus for creative actions and outcomes?The purpose of this paper is to address this question. I open by briefly discussing the features of a crisis. I then introduce an empirically testable, process model that outlines various pathways, factors, and outcomes associated with different ways people and organizations respond during times of crisis. I close by briefly outlining future directions for creativity theory and research. (shrink)

Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists to generate (...) practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators' practice, rather than being construed as yet another demand placed on their overflowing plate of responsibilities. (shrink)

Post-secondary students in the applied professions (e.g., business, education, psychology) often see the value of creativity to their future work, but have never had the opportunity to critically examine their assumptions about creativity. A more critically examined and substantiated understanding of creativity can go a long way in helping pre-professional students consider how creativity might be best applied and cultivated in their future professional work. The purpose of this article is to discuss how principles of critical thinking can be brought (...) to bear on understanding creativity. First, a discussion of the importance of critically examining the basic assumptions surrounding creativity will be presented. Then, a pedagogical framework for incorporating critical thinking into the examination of creativity will follow. Finally, an example of how the model might: be used with post-secondary students will be presented, followed by a brief conclusion. (shrink)