Creativity and Cross‐cultural Variation

Lubart, Todd

doi:10.1080/00207599008246813

Cited by 107 publications

(62 citation statements)

References 47 publications

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“…An overview of cross-cultural literature shows that in Europe and Japan, cultures with much less pronounced individualism or, in the case of Japan, collectivism (Hampden-Turner, 1995;Hampden-Turner & Trompenaars, 2001), historically much more attention has been paid to creativity in groups and to cultural context (Lubart, 1990;Ludwig, 1992). We also find that the individual is by no means always the unit of analysis.…”

Section: Cultural Differencesmentioning

confidence: 92%

Literature Review As Creative Inquiry

Montuori

2005

Journal of Transformative Education

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In this article it is proposed that approached in the rightThe attitudes we adopt in carrying out our investigation shape the attributes we find in the world we investigate. (Tulku, 1987, pp. 63-64) It has been my experience over the last 20 years or so that many students do not view literature reviews as one of the most exciting aspects of their academic work. In my experience, these students approach the literature review with what I call an attitude of "reproductive inquiry." Reproductive inquiry originates in an internalization of a certain kind of educational approach sometimes loosely referred to as "memorization and regurgitation." Some aspects of scholarship in particular lend themselves to be framed in this way, even if it is not explicitly requested by the faculty that this be the case. The literature review is an obvious

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Section: Cultural Differencesmentioning

confidence: 92%

Literature Review As Creative Inquiry

Montuori

2005

Journal of Transformative Education

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“…Kultura może także hamować działalność twórczą, poprzez ustalanie reguł powstrzymywania (Andresson, Cropley, 1966) i wyznaczania zagadnień, których poruszanie jest sankcjonowane (Nęcka, 1999). Wpływ kultury na aktywność twórczą ujawnia się również w postaci kanalizowania twórczości (Lubart, 1990(Lubart, , 1999Ludwig, 1992, za: Lubart, 2010: popularność upowszechnianych w kulturze tematów, problemów i zagadnień, przekłada się na waloryzowanie pewnych rodzajów twórczości (Mpofu i in., 2006).…”

Section: Poziom Kulturowyunclassified

Konfrontacja ze sobą, z wartościami czy ze zmianą? Przegląd badań na temat związków twórczości i wartości

Sękowski

Górecki²,

Płudowska³

2016

FoliaPsych

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Zależności między twórczością a wartościami można rozpatrywać na różnych poziomach. W niniejszym artykule skoncentrowano się na omówieniu tych związków z uwzględnieniem czterech wymiarów, w obrębie których przejawia się twórcza kompetencja człowieka. Przedstawione ujęcia teoretyczne i wyniki badań mają na celu wykazanie, że twórczość psychiczna (wewnętrzna) jednostki, indywidualna (uzewnętrzniona), grupowa (społeczna) i kulturowa oraz wartości, zarówno te przejawiające się w postaci indywidualnych wartościowań i hierarchii, jak i podzielane przez członków szerszej grupy wchodzą ze sobą w interakcje. W artykule wykazano znaczenie kreatywności w procesie uzgadniania zagadnień aksjologicznych, a także przedstawiono rolę, jaką odgrywają wartości w procesie twórczości jednostkowej oraz ich oddziaływanie na poziom i zasięg innowacji.

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“…For instance, Lubart (1990) On the contrary, despite the argument that Eastern cultures tend to be less creative than their Western counterparts; it is difficult to draw a distinction between creative people from diverse cultures. It is vital to understand the cultural and contextual factors when attempting to understand creativity.…”

Section: Differences In Creativitymentioning

confidence: 99%

Investigating Creativity in Graphic Design Education from Psychological Perspectives

Alhajri

2017

JAH

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The role of creativity in graphic design education has been a central aspect of graphic design education. The psychological component of creativity and its role in graphic design education has not been given much importance. The present research would attempt to study 'creativity in graphic design education from psychological perspectives'. A thorough review of literature would be conducted on graphic design education, creativity and its psychological aspects. Creativity is commonly defined as a 'problem solving' feature in design education. Students of graphic design have to involve themselves in the identification of cultural and social elements. Instruction in the field of graphic design must be aimed at enhancing the creative abilities of the student. The notion that creativity is a cultural production is strengthened by the problem solving methods employed in all cultures. Most cultures regard creativity as a process which leads to the creation of something new. Based on this idea, a cross-cultural research was conducted to explore the concept of creativity from Arabic and Western perspective. From a psychological viewpoint, the student's cognition, thinking patterns and habits also have a role in knowledge acquisition. The field of graphic design is not equipped with a decent framework which necessitates certain modes of instruction; appropriate to the discipline. The results of the study revealed that the psychological aspect of creativity needs to be adequately understood in order to enhance creativity in graphic design education.

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Creativity and Cross‐cultural Variation

Cited by 107 publications

References 47 publications

Literature Review As Creative Inquiry

Literature Review As Creative Inquiry

Konfrontacja ze sobą, z wartościami czy ze zmianą? Przegląd badań na temat związków twórczości i wartości

Investigating Creativity in Graphic Design Education from Psychological Perspectives

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