![]() ![]() He confines it to the act of creating without thinking about the end product. Götz, following the etymology of the word, argues that creativity is not necessarily "making". Paul Torrance in the context of assessing an individual's creative ability is "a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on identifying the difficulty searching for solutions, making guesses, or formulating hypotheses about the deficiencies: testing and retesting these hypotheses and possibly modifying and retesting them and finally communicating the results." ![]() As an illustration, one definition given by Dr. Īuthors have diverged dramatically in their precise definitions beyond these general commonalities: Peter Meusburger estimates that over a hundred different definitions can be found in the literature, typically elaborating on the context (field, organization, environment, etc.) which determines the originality and/or appropriateness of the created object, and the processes through which it came about. In a summary of scientific research into creativity, Michael Mumford suggested: "We seem to have reached a general agreement that creativity involves the production of novel, useful products", or, in Robert Sternberg's words, the production of "something original and worthwhile". The modern meaning of creativity in reference to human creation did not emerge until after the Enlightenment. The word "create" appeared in English as early as the 14th century, notably in Chaucer (in The Parson's Tale ), to indicate divine creation. Its derivational suffixes also come from Latin. The English word creativity comes from the Latin term creare, and facere "to create" and, ”to make”. These disciplines cover the relations between creativity and general intelligence, personality type, mental and neural processes, mental health, and artificial intelligence the potential for fostering creativity through education, training, leadership and organizational practices the factors that determine how creativity is evaluated and perceived the fostering of creativity for national economic benefit and the application of creative resources to improve the effectiveness of teaching and learning. However, it can also be found in education, the humanities ( philosophy, the arts) and theology, social sciences ( sociology, linguistics, economics), engineering, technology, and mathematics. Scholarly interest in creativity is found in a number of disciplines, primarily psychology, business studies, and cognitive science. The created item may be intangible (such as an idea, a scientific theory, a musical composition, or a joke) or a physical object (such as an invention, a printed literary work, or a painting). ( December 2019)Ī picture of a lightbulb is associated with someone having an idea, an example of creativity.Ĭreativity is a characteristic of someone or some process that forms something new and valuable. Please consider expanding the lead to provide an accessible overview of all important aspects of the article. This article's lead section may be too short to adequately summarize the key points.
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