Developing Intelligence and Creativity in Education: Insights from the Space–Time Continuum

Corazza, G.E.; Darbellay, Frédéric; Lubart, Todd; Panciroli, Chiara

doi:10.1007/978-3-030-77066-2_4

Cited by 10 publications

(4 citation statements)

References 33 publications

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“…In fact, the social and physical environment often hinders creativity. Corazza et al ( 2021 )’s theoretical framework concerning the “Space-Time Continuum”, related to support for creativity, suggests that traditional education systems are an example of an environment that is “tight” both in the conceptual “space” it affords for creativity and in the available time allowed for creativity to happen—essentially leaving little room for original ideas to emerge. Indeed, though world-wide data suggest that neither money nor mere time spent in class correlate well with educational outcomes, both policies and pedagogy that direct the ways in which time is spent make a significant difference ( Schleicher 2022 ).…”

Section: The 4cs Assessment and Support For Developmentmentioning

confidence: 99%

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

et al. 2023

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This article addresses educational challenges posed by the future of work, examining “21st century skills”, their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the “4Cs”: creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as “labelization”, suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the “International Institute for Competency Development’s 21st Century Skills Framework” are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs—playfully entitled “Crea-Critical-Collab-ication”—for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.

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Section: The 4cs Assessment and Support For Developmentmentioning

confidence: 99%

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

et al. 2023

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“…There exist a dark side of creativity (Cropley et al, 2010), and in order to avoid that it prevails onto the bright side, elements of wisdom must enter into the picture. Distancing from one’s point of view, humility, integration of different viewpoints, concern for ultimate questions, ethics: all of these elements compose the very complex picture of the wisdom construct (Corazza & Lubart, in print; Glück, 2020). When wisdom is used in deciding the next steps, the adjacent possible is useful but insufficient to project ourselves into any adjacent future.…”

Section: The Adjacent Possible: Sufficient At the Psycho-social Layer?mentioning

confidence: 99%

Beyond the adjacent possible: On the irreducibility of human creativity to biology and physics

Corazza

2023

Possibility Studies & Society

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In this article, the problem of understanding multiple layers of complexity in our universe is addressed, with particular emphasis on explaining creative evolutions in the material, biological, and psycho-social layers. Perspectives from physics, biology, psychology, and philosophy are utilized in the discussion. Process philosophy is used to justify the theoretical foundation of the dynamic universal creativity process. The concepts of unified and final theories are discussed from a position that criticizes reductionism. The concept of the adjacent possible is reviewed as introduced by Kauffman to exclude the possibility that a theory from physics could be extended to explain the biological layer. In a similar way, the adjacent possible is shown to be useful but insufficient to explain the psycho-social layer of complexity, missing fundamental human abilities such as thinking of long-term futures, wisdom, and dynamic creativity leaps that use the impossible as an inspiration.

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“…A key theme in the literature is the criticism of educational systems for inadequately nurturing transversal skills, particularly creativity ( Beghetto and Madison 2022 ; Darbellay 2022 ). Corazza et al ( 2021 ) refer to the “Traditional Education System (TES)” where creativity is not only omitted as an explicit objective, but students even tend to be penalised for behaviour associated with creativity, such as mind-wandering, slow responses, or unexpected answers. The authors argue that “creativity … has today become a democratic necessity” and that “there is today an urgent call for the formal introduction of creativity inside the education system” (p. 72).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Are STEM Students Creative Thinkers?

Borg Preca,

Baldacchino,

Briguglio

et al. 2023

J. Intell.

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Scholarly research has increasingly examined the role of STEM (Science, Technology, Engineering, and Mathematics) education, and that of creativity as a transversal skill. However, far fewer studies have investigated the relationship between the two, particularly in secondary-school contexts, and they have obtained inconsistent results. This paper contributes to the literature by asking: To what extent is studying STEM associated with higher levels of creativity in a secondary-school context? The study utilises a pre-existing dataset gathered in Malta (EU) from some 400 students aged between 11 and 16 years old. It yields information on both the engagement in STEM (measured by exposure to STEM chosen by students as optional subjects, and the enjoyment of STEM considered by students to be their favourite subjects), as well as creativity levels (measured by Divergent Thinking performance on Alternate Uses Tests). Correlation analysis revealed a strong positive link between the two phenomena, lending support to the notion that STEM students tend to be more creative than other students. Using regression analysis, a model is estimated to identify the possible effects of engaging in STEM subjects on creativity, once the other co-determinants of creativity are controlled. The results indicate that both the exposure to STEM subject/s and enjoyment thereof significantly and positively predict creativity, even after controlling for the other possible determinants of creativity (such as age, gender, parental education, and participation in creative activities). These findings offer encouraging insights into 21st century education and for curriculum development as they suggest that, in addition to having value in their own right, STEM subjects can contribute to the development of creativity in young people.

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Developing Intelligence and Creativity in Education: Insights from the Space–Time Continuum

Cited by 10 publications

References 33 publications

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

Beyond the adjacent possible: On the irreducibility of human creativity to biology and physics

Are STEM Students Creative Thinkers?

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