Lemmetty / Collin / Glaveanu Creativity and Learning

Contexts, Processes and Support
1. Auflage 2021
ISBN: 978-3-030-77066-2
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 300 Seiten

Reihe: Progress in Mathematics

This book focuses on the relations and connections between creativity and learning in different contexts. By shifting the focus from individual psychology to a sociocultural framework, it explores the multidimensional nature of the processes under study, resulting in a 'bigger picture' of creativity and learning and their interdependence. The book examines the sociocultural definitions of creativity and learning in the contexts of children's education and adult education, as well as workplaces and organisations. It offers insights concerning the frameworks and practices developed to enhance creativity and learning in different applied contexts. This collection brings together experts from across the globe and combines theoretical understandings, recent empirical findings and practical tools to be used by researchers, students and teaching staff, as well as practitioners, educators and managers. The book is a comprehensive, research-based volume on creativity and learning and their dynamic interconnection in various spheres of our life. 


Soila Lemmetty is a researcher at the Department of Education of the University of Jyväskylä, and a research coordinator at the Jyväskylä University School of Business and Economics, Finland.
Kaija Collin is an associate Professor at the Department of Education of the University of Jyväskylä, FinlandVlad Glaveanu is an associate Professor and Head of the Department of Psychology and Counselling at Webster University Geneva, Associate Professor II at University of Bergen, Norway, and Director of the Webster Center for Creativity and Innovation (WCCI). Panu Forsman is a university teacher at the Faculty of Education and Psychology of the University of Jyväskylä, Finland.

Autoren/Hrsg.

Lemmetty, Soila

Collin, Kaija

Glaveanu, Vlad Petre

Forsman, Panu

Inhaltsverzeichnis

1; Preface;6
2; Contents;9
3; Notes on Contributors;12
4; List of Figures;23
5; List of Tables;24
6;1 Introduction: Creativity and Learning as Sociocultural and Intertwined Phenomena;26
6.1;Sociocultural Perspective for Creativity and Learning;30
6.2;Creativity and Learning as Intertwined Phenomena;32
6.3;Focus, Purpose, and Contents of the Book;33
6.4;The Main Conclusions of This Book;37
6.4.1;Change and Uncertainty as Bases for Creativity and Learning;38
6.4.2;Agency and Autonomy (as Sources of Creative Interactions) Leading to Creativity and Learning;40
6.4.3;Cultures, Shared Goals, and Different Methods of Building, Supporting, and Facilitating Creative Learning Communities;43
6.5;References;45
7;2 Uncertainty: A Necessary Condition for Creative Learning;50
7.1;Introduction;50
7.2;The Role of Uncertainty in Creative Learning;51
7.2.1;Intra and Interpsychological Processes of Creative Learning;52
7.2.2;Agentic and Socio-Cultural Perspective;54
7.2.3;Secondary Phase of Creative Learning;56
7.3;Uncertainty in Educational Practices Supportive of Creative Learning;58
7.3.1;Encountered Uncertainty;60
7.3.2;Planned Uncertainty;61
7.4;Implications for Theory, Research, and Practice;63
7.5;References;66
8;3 Time to Think: Lessons about Purpose and Agency from Case Studies;70
8.1;Introduction;70
8.2;Gruber’s Emerging Point of View;71
8.3;Network of Enterprise;73
8.3.1;From Historical Materialism to Gestalt Holism;74
8.3.2;Piaget and Systemic Development;75
8.3.3;The Cognitive Revolution;76
8.3.4;The Darwin Case;76
8.3.5;Experimental Epistemology;77
8.3.6;Social Activism;79
8.4;Evolving Systems;79
8.4.1;The Individual as Evolving System;80
8.4.2;Method;81
8.4.2.1;Studying the Organization of Work;81
8.4.2.2;Generalizability of Findings;82
8.4.2.3;Generalized Questions;83
8.5;Legacy: Distributed and Participatory Creativity;83
8.6;Educational Implications;85
8.6.1;Long-Term and Holistic Perspectives on Learning;86
8.6.2;Individuality in Complex Distributed Systems;87
8.6.3;Case Studies;88
8.7;Conclusion;89
8.8;References;90
9;4 Developing Intelligence and Creativity in Education: Insights from the Space–Time Continuum;93
9.1;Introduction;93
9.2;Education in the Industrial and Information Societies;95
9.3;On the Relationship Between Intelligence and Creativity;97
9.4;Creativity in Education: A Conundrum;99
9.5;Applying the Space–Time Continuum to Education;101
9.6;Mapping Pedagogies on the Space–Time Continuum;104
9.7;Conclusion: Balancing Pedagogies in the Space–Time Continuum;106
9.8;References;108
10;5 Cultivating Creativity in Computing Education: A Missed Opportunity?;112
10.1;Introduction;112
10.2;Background;114
10.2.1;The Subject “Technology Comprehension” in Denmark;114
10.2.2;Creativity in Education;116
10.3;Method;118
10.4;Analysis;120
10.4.1;Creativity in Students’ Cognitive Skills, the Design Process, and in the New Digital Solution;120
10.4.2;Creativity as a Prerequisite for Learning and as a Learning Outcome in Itself;121
10.4.3;Creativity as a Monodisciplinary and Interdisciplinary Endeavor;122
10.4.4;Creativity as an Individual and Collective Phenomenon;123
10.4.5;Creativity as an Unleashed Potential in Technology and as a Design Solution;124
10.5;Discussion;126
10.5.1;Creativity Is Integral to the Danish Technology Comprehension Subject;126
10.5.2;Articulations of Creativity in the Technology Comprehension Subject Appear Contradictory and Inconsistent;128
10.5.3;Closing Remarks;131
10.6;References;132
11;6 Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning: A Vision and Practice of Everyday Creativity;137
11.1;Introduction;137
11.2;Framing and Operationalizing Creativities Theory-Into-Practice;140
11.2.1;An Ecological Framework for Diverse Creativities;140
11.3;“Everyday Creativity”: An International Collaborative Effort to Boost Schools’ Creative Resources with Finnish Models of Education;143
11.3.1;Creative Ecological Dimensions of the Finnish National Core Curriculum (2014);145
11.3.2;Developing a Research-Based Blended Course in Multi-stakeholder Co-creation;147
11.3.3;Course Content, Structure, and Organization;148
11.4;Approaches to an Ecology of Diverse Creativities: An Analysis of Teachers’ Accounts with the Renewal of Learning Environments in Focus;152
11.5;Discussion and Conclusion: “Everyday Creativity” in Teacher Professional Learning;159
11.6;References;162
12;7 Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory;166
12.1;Introduction;166
12.2;Distributed Creativity and Expansive Learning;169
12.3;Study;172
12.3.1;Research Setting;173
12.3.2;Data Collection;174
12.3.3;Data Analysis;176
12.4;Findings: Distributed Creativity and Expansive Learning in the Change Laboratory;178
12.4.1;Interaction Episode 1: Searching for the Shared Object of the Collective Activity;178
12.4.2;Interaction Episode 2: Envisioning a Dynamic Team Model for Pedagogical Collaboration;181
12.4.3;Interaction Episode 3: Inventing a Dynamic Model for Pedagogical Leadership;185
12.5;Discussion and Conclusion;188
12.6;References;191
13;8 Virtual Enterprise Simulation Game as an Environment for Collaborative Creativity and Learning;196
13.1;Introduction;196
13.2;RealGame as an Environment for Fostering Collaborative Learning and Creativity;198
13.3;Method;201
13.4;Collaborative Creativity and Learning in the Participants’ RealGame Experiences;204
13.5;Discussion;208
13.6;References;211
14;9 Mind the Gap: Creative Knowledge Processes Within Interdisciplinary Groups in Organizations and Higher Education;216
14.1;Introduction;216
14.2;How to Understand Creativity and Learning as Creative Knowledge Processes;217
14.3;From individual Creativity to Creativity as a Social Act;218
14.4;Polyphony as a Sociocultural Approach to Understanding Creative Knowledge Processes;221
14.5;A Study on Interdisciplinary Groups;223
14.6;Three Research Groups in Organizations;224
14.7;Results;225
14.8;Transferring the Results to Student Groups in Higher Education;230
14.9;The Importance of Openness, Respect, Psychological Safety, and Trust in the Groups;231
14.10;Concluding Remarks;233
14.11;References;234
15;10 Remaking and Transforming Cultural Practices: Exploring the Co-occurrence of Work, Learning, Innovation;239
15.1;Introduction;239
15.2;Promoting Innovations and Learning at Work;242
15.3;Explanatory Orientation;244
15.4;Investigating How Innovations Are Initiated, Enacted, Supported, and Rewarded in Workplaces;245
15.5;Initiating, Enacting, Supporting and Rewarding Innovations;248
15.5.1;Initiating Workplace Innovations;250
15.5.2;Enacting Workplace Innovations;254
15.5.3;Supporting Innovations in the Workplace;257
15.5.4;Rewards for Innovation;258
15.6;Work and Innovation: Discussion;259
15.6.1;Importance of Workers’ Engagement;259
15.6.2;Proximity to Managers and Workers;260
15.7;References;262
16;11 Supporting Creativity and Learning at Work: Practices and Structures from Growth Companies;265
16.1;Introduction;265
16.2;Creativity and Learning in Working Life;268
16.3;Practices and Structures Supporting Creativity and Learning—A Focus on HRM;271
16.4;Aims, Questions and Sub-studies of the HeRMo Project;275
16.5;Methodology and Data;275
16.5.1;Mixed Methods and Ethnographic Approaches;275
16.5.2;Data;275
16.5.3;Analysis;278
16.6;Summary of the Main Findings of the Sub-studies of the HeRMo Project;279
16.7;Four Main Conclusions from the HeRMo Project;280
16.7.1;Creativity and Learning Are Collective and Informal Phenomena at Work;281
16.7.2;A Variety of Structures and Practices Enable Creativity and Learning at Work;282
16.7.3;Equality and Employee Orientation in Structures and Practices Are Important;283
16.7.4;A Context-Specific Examination of Creativity, Learning and Supporting Practices Is Needed;285
16.8;Closing Thoughts;286
16.9;References;287
17; Index;293