Examining the relationship between creativity and equitable thinking in schools

Abstract

This paper reviews the relationship between creativity and equitable thinking and the individual differences in personality, demographic, and experiential factors that influence both concepts as they affect each other. Given the nationwide push to increase equity in public schools, interventions beyond teaching about equity are becoming progressively more vital to school improvement. The work suggests that schools may be able to increase equitable thinking and, accordingly, community equity by employing creative thinking strategies in classrooms.

Creativity as a Stepping Stone toward a Brighter Future

“…Although most studies are more focused on how these interventions can increase creativity, it has been proposed that the reverse angle may be equally true. In other words, helping people to increase their creativity may lead to the rejection of stereotypical thinking [82,83].…”

Τhe Sustainability of Creativity

“…In our analysis we take age into consideration [43] as a factor indicative of the level of maturity in identity, and also the person's state of health [44] insofar as it makes sense for a healthy person to have high motivation in seeking new experiences. A predisposition that is megalothymia [45,46] and equitable [47][48][49] also described by Fukuyama [50] are basic indicators of social identity as they concern the ways in which a person defines themselves in relation to their environment.…”

Investigating cognitive holding power and equity in the flipped classroom

“…But the traditional way of teaching mathematics does not allow the students to critique, evaluate and understand each other's ideas for solving the same mathematical problem. Therefore, the traditional methods of teaching mathematics do not foster equitable interactions among students, which is required to accomplish equity ( Kozlowski and Si, 2019 ; Luria and Kaufman, 2017 ).…”

“…But the traditional way of teaching mathematics does not allow the students to critique, evaluate and understand each other's ideas for solving the same mathematical problem. Therefore, the traditional methods of teaching mathematics do not foster equitable interactions among students, which is required to accomplish equity (Kozlowski and Si, 2019;Luria and Kaufman, 2017). Castelli et al (2012) argue that equity should provide all students the same opportunity or legally recognized rights; help all students to access the educational institute; apply educational models and measure to all students equally; and provide the same opportunities to all students for accessing the learning resources.…”