Creativity and the Philosophy of C.S. Peirce

Anderson, Douglas

doi:10.1007/978-94-015-7760-1

Cited by 105 publications

(37 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is an innovative process because every new insight is a result of modifying and elaborating prior knowledge or putting old ideas together in new ways as the researcher explores and tries to explain the new data. Abduction is hence the source of scientific creativity (Anderson, 1987).…”

Section: The Abductive Turn and Its Relation To Using Literaturementioning

confidence: 99%

Informed Grounded Theory

Thornberg

2012

Scandinavian Journal of Educational Research

417

320

View full text Add to dashboard Cite

Section: The Abductive Turn and Its Relation To Using Literaturementioning

confidence: 99%

Informed Grounded Theory

Thornberg

2012

Scandinavian Journal of Educational Research

417

320

View full text Add to dashboard Cite

“…That is, they represent unanticipated opportunities for teachers and students to think and act in creative ways. Indeed, a sign that it is time to be creative is when our habitual forms of thinking and acting break down (Anderson, 1987;Beghetto, 2016b;Beghetto & Schreiber, 2016). This is not to say that such moments only happen by chance; teachers can establish openings in their curriculum to provide opportunities for them and their students to learn how to more productively respond to uncertainty (Beghetto, 2016c(Beghetto, , 2013a.…”

Section: Creative Openings In Teachingmentioning

confidence: 99%

Creative Openings in the Social Interactions of Teaching

Beghetto

2016

Creativity. Theories – Research - Applications

View full text Add to dashboard Cite

What role does creativity play in the social interactions of teaching? Creativity researchers have traditionally explored this question along three interrelated lines of research (Beghetto, in press), specifically: creativity as an instructional aim (i.e., teaching for creativity), creativity as a cognitive and behavioural trait of teachers (i.e., teaching with creativity), and creativity as an object of study (i.e., teaching about creativity). Although such perspectives on creative teaching help to shed light on the role that creativity plays in the domain of teaching, much of this work tends to overlook how opportunities for creative thought and action can manifest in the interactions amongst teachers, students and situations.The purpose of this short communication is to introduce the concept of creative openings in the context of the social interactions of teaching.

show abstract

“…This kind of developmental teleology can be seen in creative teaching (Beghetto, in-press-b) and in the creative work of artists. Just as artists don't know what their final creation will be until they create it (Anderson, 1987), the pathways and outcomes of ideas develop and take shape over time and in the discursive interactions of participants.…”

Section: The Fusion Of Individuals and Social Situationsmentioning

confidence: 99%

Ideational Pathways: Toward a New Approach for Studying the Life of Ideas

Tanggaard

Beghetto

2015

Creativity. Theories – Research - Applications

View full text Add to dashboard Cite

What is the life of an idea? How do some ideas result in creative outcomes? People interested in creativity often want to know the answers to these questions. Although there are numerous methods and measures for assessing creative persons and products, there is little by way of methods for documenting and analysing the trajectories of ideas. The purpose of this paper is to address this need by introducing a new approach for tracing and analysing ideational pathways. Ideational pathways refer to the trajectory of ideas in temporal and spatial dimensions. That is, how ideas travel through time and space and whether those ideas end up resulting in creative outcomes. We open the paper by providing a theoretical and conceptual background for ideational pathways. We then introduce an emerging approach for tracing these pathways and apply it to two examples. We close by discussing implications and directions for future research.

show abstract

Creativity and the Philosophy of C.S. Peirce

Cited by 105 publications

References 0 publications

Informed Grounded Theory

Informed Grounded Theory

Creative Openings in the Social Interactions of Teaching

Ideational Pathways: Toward a New Approach for Studying the Life of Ideas

Contact Info

Product

Resources

About