How to Overcome the One-Track Mind: Teaching for Creativity and Wisdom

Dai, David Yun; Cheng, Huai Tzu

doi:10.1080/02783193.2017.1318659

Cited by 8 publications

(5 citation statements)

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“…189-198;Jung, 2014): 1) inspiration; 2) the act of creating in the image of nature; 3) discovering timeless ideas and incorporating them into the work; 4) imitation of divine creativity; 5) meeting the needs of a social group; 6) excess energy that remains after satisfying basic needs; 7) the condition of culture and the attempt to artistic ideals at a given stage of human development; 8) the sum of the socio-economic conditions in which the artist lives; 9) expressing the creator's personality. The psychological theories of artistic creativity, which may be crucial in the analysis of the phenomena of managerial creativity, include creativity as inspiration, creativity as a work, creativity as an expression of personality, and creativity as an essential component of wisdom (Dai & Cheng, 2017;Ekmekçi et al, 2014;Gołaszewska, 1984, pp. 189-204;Shi et al, 2017;Sternberg, 1985Sternberg, , 2003Tarnopolski, 2017).…”

Section: Creatormentioning

confidence: 99%

Reflexivity in Aesthetic Situation Management

Szostak

2023

Discourses on Culture

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The article deals with reflexivity in the context of the aesthetic situation from two perspectives: self-management and management of the components in the aesthetic situation. All considerations are based on the theory of the aesthetic situation (Gołaszewska, 1984), transcribed into the management field (Szostak, 2023a) with the use of a metaphor of an organisation as a work of art (Szostak & Sułkowski, 2020). Emphasis on reflexivity in specific components of the aesthetic situation – especially the creator and the recipient perspectives – brings a new light into the process of self-awareness and prediction of potential consequences of activities before their appearance. The following issues are addressed by exploring the intersection between reflexivity and aesthetic situation management: aesthetic decision-making, reception process, cultural and social contexts, transcending aesthetic boundaries, artistic collaboration, ethical considerations, self-critique, and historical context.

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Section: Creatormentioning

confidence: 99%

Reflexivity in Aesthetic Situation Management

Szostak

2023

Discourses on Culture

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“…This is a cognitive trap easy to fall into, even for scientists and scholars; if a claim is true, then an alternative claim is always false (e.g., the perennial nature–nature debate in psychology; see Dai, 2012). In either case, breaking mental sets (Luchins and Luchins, 1970) is essential for finding out better alternative possibilities and solutions, rather than rigidly adhering to a fixed problem representation and solution path (Dai and Cheng, 2017). For example, to overcome conceptual entrapment, we can alternatively view environmental protection as a win-win opportunity for job creation and reindustrialization; or on the nature-nurture issue, we can see nurture sometimes transcends nature, and other times reveals nature, or view both as making up one inseparable functional and developmental system (e.g., Gottlieb, 1998).…”

Section: Fostering Creative Thinking: Cognitive Considerationsmentioning

confidence: 99%

QEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving

Dai

Cheng²,

Yang

2019

Front. Psychol.

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The nature of creative thinking is complex and multifaceted, often involving cognitive processes and dispositions modulated by implicit cultural belief systems and ways of thinking. In this article, we build on existing research on the relations of creative thinking and culture, and explore how specific cultural resources can be harnessed to foster creative problem-solving in education. We first review the recent changes in our understanding of creative thinking, from an exclusive focus on cognitive processes to a more inclusive view of creative problem-solving as socially negotiated and culturally modulated, carrying important cultural functions. We then introduce a pedagogical model, QEOSA, to illustrate how cultural resources, particularly culture-specific ways of thinking about the world, can be harnessed to foster creative thinking in education, and what developmental and pedagogical considerations are involved to make it effective. We finally conclude this article by indicating the value of this line of work that integrates psychological, cultural, developmental, and educational principles in fostering the development of a creative mind-set with relevant knowledge, skills, dispositions, and values.

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“…Wisdom allows leaders and citizens to produce sound solutions that are "ethical and concerned about the well-being of all people irrespective of their racial, ethnic, sexual, cultural, or religious backgrounds" (Ardelt, 2020, p. 30). Hence, it is important to educate future leaders and citizens so that they are not only intelligent and creative but also wise (Dai & Cheng, 2017;Sternberg, 2017). The modern world, despite its impressive technological advancements, is still facing challenging crises that menace the existence of not only human but other forms of life as well.…”

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confidence: 99%

“…The modern world, despite its impressive technological advancements, is still facing challenging crises that menace the existence of not only human but other forms of life as well. Conversely, not using wisdom in times of crisis can be counterproductive in adapting to and solving pressing problems around the world (Dai & Cheng, 2017; Sternberg, 2019, in press). The current COVID-19 crisis is a good example of a problem that can be addressed through a wisdom lens.According to the Johns Hopkins Coronavirus Resource Center (Sauer, 2020), COVID-19 is the disease caused by the new coronavirus that emerged in China in December 2019.…”

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confidence: 99%

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Foolishness of COVID-19: Applying the Polyhedron Model of Wisdom to Understand Behaviors in a Time of Crisis

Karami¹,

Parra-Martinez²

2021

Roeper Review

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We live in a world and a time full of challenges. Social inequality, discrimination, global political instability, wars, genocides, terrorism, nuclear and biological weapons, climate change, waste disposal, and species extinction, among others, are constant threats. These pressing issues require attention and solution. Wisdom rises as the overarching construct to holistically address complex human phenomena. Using the Polyhedron Model of Wisdom as a framework to analyze crises, the authors address the current COVID-19 pandemic. People's and leaders' reactions to the crisis are evaluated using seven Wisdom components: knowledge, intelligence, creativity, self-regulation, openness and tolerance, altruism and moral maturity, and sound judgment. Implications of the implementation and promotion of wisdom for ethical problem-solving are discussed. KEYWORDS COVID-19; moral decision making; Polyhedron Model of Wisdom; problem solving; wisdom First, a disclaimer-this article was conceived between March and April 2020. After that, the COVID-19 crisis continued to evolve. Aware of the complexity of the crisis, the authors selected examples from the news to illustrate how lack of wisdom has led people and political leaders to make awful decisions during the crisis. On the other hand, this article presents examples of what can be done in a time of crisis drawing from a wise thinking perspective.The world needs wisdom, more than ever before. According to a survey on world challenges, experts identified 50 major problem areas for humanity in the 21st century including but not limited to social inequality, global political instability, threats to democracy, wars, genocides, terrorism, nuclear weapons, biological weapons, climate change, waste disposal, and species extinction (Lufkin, 2017). Such problems make wisdom particularly important and relevant for the world today (Grossmann et al., 2020). Intelligence, creativity, and the search for knowledge are vital for solving problems; however, they at times have been resourced, developed, and applied in undesirable and unethical ways (Craft, 2006). Wisdom as a mediating or overarching construct needs to be applied to ethical and potentially harmful dilemmas.Wisdom is a situational construct that involves the adequate use of knowledge, intelligence and creativity, self-regulation, openness and tolerance, altruism and moral maturity, and sound judgment to solve critical problems. Wise thinking is in turn translated into wise action to face personal and social challenges. Wisdom allows leaders and citizens to produce sound solutions that are "ethical and concerned about the well-being of all people irrespective of their racial, ethnic, sexual, cultural, or religious backgrounds" (Ardelt, 2020, p. 30). Hence, it is important to educate future leaders and citizens so that they are not only intelligent and creative but also wise (Dai & Cheng, 2017;Sternberg, 2017). The modern world, despite its impressive technological advancements, is still facing challenging crises that menace the exis...

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How to Overcome the One-Track Mind: Teaching for Creativity and Wisdom

Cited by 8 publications

References 3 publications

Reflexivity in Aesthetic Situation Management

Reflexivity in Aesthetic Situation Management

QEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving

Foolishness of COVID-19: Applying the Polyhedron Model of Wisdom to Understand Behaviors in a Time of Crisis

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