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Creativity and Educational issues
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Todd Lubart
Laboratoire Adaptations Travail Individu
Université Paris Descartes
Creativity: A 21st century competency
2010 IBM international study of CEOs (N=1541)– Creativity is the top ability sought after for top
management 2013 Adobe survey, 4000 grade 1--12 teachers
and parents, (USA, UK, Germany, Australia)85 to 90% of parents, 65 to 87 % of teachers :
« Creativity is essential for the future economy » 2015-2016 OECD – International study on
educating creativity 2016 World Economic Forum - Creativity is one of
the top three capacities for employability.
Creativity is a capacity to produce content
that is both
novel and valuable
within its' context.
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Introduction
Creativity has been examined for many centuries, but has received increasing attention since 1950.
Central topics :
• the creative person
• the creative process
• the creative environment
La personne créative : potentiel créatif
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Cognition
Conation
Emotion
Environment
Creative potential
Creative production(achievement & talent)
Cognition
Selective encoding, comparison, combination
Divergent thinking
Ingredients and Creative Process
A two mode processEach mode associated with certain
ingredients that facilitate itThe modes and ingredients are
deployed in specific ways for each domain and task
Divergent thinking?
?
? ?
? ?
The Divergent-Exploratory Mode of thinking
A set of internal factors are relevant: – Cognition: Selective encoding, Flexibility,
Knowledge,
– Personality: Perseverance, Openness, Non-conformity
– Motivation: Novelty-seeking
– Emotion: Positive emotion
Convergent thinking
The Convergent-Integrative Mode of thinking
A set of internal factors are relevant: – Cognition: Selective comparison(analogies,
metaphors), selective combination (bisociation, janusian thinking, …), evaluation
– Personality: Perseverance, Non-conformity, risk taking, Ambiguity tolerance,
– Motivation: Need for Achievement, Need for Order
– Emotion: Negative emotion
Measurement of creative potential
EpoC:Evaluation of Creative Potential
Creative Profiler : www.creativeprofiler.com
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EPoC, a new battery to evaluate EPoC, a new battery to evaluate creative potentialcreative potential
• Developed from 2000 – 2010, based on basic Developed from 2000 – 2010, based on basic research on childrenresearch on children’’s development of creative s development of creative thinking.thinking.
• 2011: Artistic-graphic and Literary-Verbal 2011: Artistic-graphic and Literary-Verbal domains normed on a French population. domains normed on a French population.
• 2013-: Versions in English, Arabic, German, 2013-: Versions in English, Arabic, German, Turkish (and others under development : Turkish (and others under development : Slovenia, Poland, Portugual, China).Slovenia, Poland, Portugual, China).
• 2015-: Extension to Social, Math, Science, 2015-: Extension to Social, Math, Science, Music Domains.Music Domains.
• 2015: OECD research use in 10 countries.2015: OECD research use in 10 countries.
How does EPoC work? How does EPoC work?
• Have the child show what they can produce Have the child show what they can produce when they engage the creative process in a when they engage the creative process in a domain-specific, meaningful task.domain-specific, meaningful task.
• Solicit both divergent-exploratory and Solicit both divergent-exploratory and convergent-integrative thinking, the two main convergent-integrative thinking, the two main parts of the creative process.parts of the creative process.
• Solicit children’s creative thinking on two Solicit children’s creative thinking on two separate occasions, with two distinct contents separate occasions, with two distinct contents from the target domain.from the target domain.
Test Administration
Individual 2 sessions of 20 min per domain
assessed, several days apart Each session, DV and CV tasks
Scoring = 10 minutes per domain assessed by
– Fluency + judges ratings
Examples of productions Divergent-exploratory
Examples of productions Convergent - Integrative
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Control DE Exp DE Control CI Exp CI1
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Results - Creativity training study
pre
post
task and condition
EP
oC
sco
re
The Creative Profiler measures
5 measures of cognitive factors
5 measures of conative factors
2 cognitive, 2 personality tasks are contextualized
criterion group is contextualized
www.creativeprofiler.com
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Analogicalthinking
Divergent thinking Risk taking
Ability
level person A
task 1
task 2
The creative process
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Creative process model
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For artists
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More creative artists
Less creative artists
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Process activity C+ C-
Define problems Get documentation Consider constraintsexperiment
Take a break associate evaluate
Creative environment
Pedagogical context (Besançon & Lubart, 2008)
Participants : 256 children (135 boys, 121 girls)
Classes : K – 5th Pedagogy :
Classical Freinet Montessori
Institut Bull - groupe de réflexion IDEE - 14/11/2013
Uses of a box, number of ideas
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GS CP CE1 CE2 CM1 CM2
Classes
Flu
ency
Montessori
Freinet
Classique
Multi-User Virtual Environments (MUVEs) such as Second Life
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Virtual workspaces (MUVE)
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Virtual workspaces (MUVE)
Task
• Produce new ideas to improve or transform transportation in your town (Paris, Aix)
• Scores : number of ideas, originality of ideas
Inventor avatars Non inventor avatars
Experimental room
Virtual environment Real environment
Production d’idées (gauche) et auto-évaluation de la créativité (droite) en fonction de la condition expérimentale.
Contact :Todd Lubart
Université Paris Descartes
Bibliographie :
Lubart, T. I., Mouchiroud, C., Tordjman, S. & Zenasni, F.(2003). Psychologie de la créativité. Paris: Armand Colin.
Summary of the main points- Creativity: involves multiple psychological
factors, and two processes
- Evaluation: a new measurement technology, EpoC and Creative Profiler
- Creative process can be traced and pedagogy can be developed
-Creative potential can be developed through the environment
Contact :Todd Lubart
Lubart, T., Besançon, M. & Barbot, B. (2011).
Evaluation of Potential for Creativity. Paris: Hogrefe
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