Imagination and creativity: wellsprings and streams of education – the Taiwan experience

Wu, Jing-Jyi; Albanese, Dale

doi:10.1080/01443410.2013.813689

Cited by 23 publications

(10 citation statements)

References 36 publications

(22 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Posteriormente, diversos autores varían estas dimensiones eliminando algunas y/o incluyendo otras nuevas como variedad, inventiva, apertura, redefinición… (De la Torre, 2000), divergencia (Johnson, 1977;Cleland y Gallahue, 1993;Cleland, 1994), predisposición al riesgo y a la complejidad (Sherrill, 1983) o imaginación (Sherrill, 1983;Torrance, 1981). En la elaboración del presente instrumento se decidió incluir tres dimensiones clásicas de la creatividad (fluidez, flexibilidad y originalidad) por estar presentes en casi la totalidad de los instrumentos de evaluación de la creatividad motriz (Bertsch, 1983;Brennan, 1983;De la Torre, 2000;Doddos, 1973;Domínguez et al, 2014;Glover;Sherrill, 1983;Sherrill, Lubin y Routon, 1979) y de la creatividad general (De la Torre y Violant, 2006), y una cuarta, imaginación, asimismo presente en diversos instrumentos de evaluación de la creatividad motriz (Sherrill, 1983;Torrance, 1981) y de la creatividad (De la Torre y Violant, 2006), al existir una estrecha vinculación entre imaginación y creatividad (Wu y Albanese, 2013).…”

Section: Dimensiones De La Creatividad Motrizunclassified

Diseño Y Validación De Un Instrumento De Medición De La Creatividad Motriz en Adolescentes

Méndez–Martínez

Fernández-Río

2019

RIMCAFD

View full text Add to dashboard Cite

Section: Dimensiones De La Creatividad Motrizunclassified

Diseño Y Validación De Un Instrumento De Medición De La Creatividad Motriz en Adolescentes

Méndez–Martínez

Fernández-Río

2019

RIMCAFD

View full text Add to dashboard Cite

“…The Finally, the stage of transformation (Wu, 2013) is most notable for an emerging association of GATE with creative education, as seen in the preliminary research for the White Paper on Creative Education and subsequent action plans (Wu & Albanese, 2013), which emphasised a need for pedagogical change to harness universal creative potential. Further, the Special Education Act was amended in 2009, as arts education became the purview of the Arts Education Act rather than a part of gifted education (Wu, 2013).…”

Section: Formal Giftedness and Talent Education In Taiwanmentioning

confidence: 99%

“…Based on the overviews of formal giftedness education referenced above and found in policy papers, we identify several key features reflecting the sociocultural understanding of GATE in Taiwan developed in this chapter. These include (a) a persistent focus on merit ('credentialism'; Wu & Kuo, 2016, p. 46) and traditional intellectual and academic skills, despite adoption of policy language covering diverse areas (Wu & Kuo, 2016); (b) policy with broadly interpretable definitions of giftedness, with 'giftedness in other special abilities' evolving to include skills in sports, games and computers (Ministry of Education, 2009); (c) incremental implementation with pilot programs (Wu, 2013); (d) stated intention to leverage efforts in gifted education to reach everyone in the education system, such as with policies calling for promotion of flexible, student-centred learning (K-12 Education Administration, 2015) or expansion of creative education (Wu & Albanese, 2013); and (e) the conjunction of giftedness, creativity and talent in later policy and practice (Ministry of Education, 2009.…”

Section: Formal Giftedness and Talent Education In Taiwanmentioning

confidence: 99%

“…Throughout the region, giftedness and talent cultivation is associated with development of human capital as a key to international competitiveness, whether via scientific progress or economic prowess (Ibata-Arens, 2012). Further, though broad definitions adapted from western academia designate cultivation of diverse abilities as GATE objectives in theory, stakeholders in these systems consistently engage with sociocultural heritage that emphasises competition and traditional, exam-based measures of intelligence and academic performance (Sriraman & Lee, 2016;Wu & Albanese, 2013;Zhang, 2017).…”

Section: Implications and Orientations For Future Research And Practicementioning

confidence: 99%

See 1 more Smart Citation

Bricolage and the Evolution of Giftedness and Talent in Taiwan

紀博善¹,

Albanese²,

Yu³

et al. 2019

Handbook of Giftedness and Talent Development in the Asia-Pacific

Self Cite

View full text Add to dashboard Cite

Discourse in Taiwan regarding talent development reflects anxiety, both from a government seeking to increase economic competitiveness and a populous striving for individual success amidst uncertainty. Identification and development of giftedness and talent within the mainstream education system has predominantly focussed on academic and intellectual giftedness and talent in select areas of the arts and sports, overlooking other potential. At the same time, efforts to reform Taiwan's education, which nominally aspire to move away from examinationbased education and towards a more inclusive appreciation of diverse abilities, have been met with controversy and resulted, paradoxically, in increased pressure for students. To help understand this paradox and further illuminate processes for social change, a sociocultural understanding of how Taiwanese society defines success and identifies and develops giftedness and talent is developed in this chapter. We argue that education in Taiwan is influenced by both meritocracy and a preference for harmonising rather than strictly revolutionary creativity and further posit such harmonising creative work a bricolage. We then discuss how these characteristics have shaped the evolution of GATE in Taiwan, both in mainstream education reform and GATE development, and in informal bricolage work on the margins, focussing in part on the role of competitions and contests in GATE and research. Finally, we close with a discussion of the implications of these findings and conceptual approach for understanding the evolution of GATE in Taiwan and other Confucian-influenced societies, along with methodological implications. Responding to calls to employ diverse methods of inquiry and simultaneously think methodologically and philosophically in education research, this chapter is itself a bricolage and thus affords a novel perspective on processes relevant to the evolution of giftedness and talent in Taiwan, as well as on the work of educational research in general.

show abstract

“…CEPAL, 2011 ; UNESCO, 1998 ), as well as recent research (e.g. Hammershøj, 2014 ; Karwowski, Gralewski, Lebuda, & Wiśniewska, 2007 ; Likeschová & Tichá, 2013 ; Salakhatdinova & Palei, 2015 ; Santamaría & Sánchez, 2012 ; Sawyer, 2006 ; Wu & Albanese, 2013 ) highlight the role of creative skills in the academic milieu, stressing the importance of research on the concept, facing the design of teaching programs to enhance learning processes. The relevance of creativity in higher education stands out considering future outcomes in professional life once a degree is obtained.…”

Section: Introductionmentioning

confidence: 99%

Paradoxical Personality and Academic Achievement in College Students From Buenos Aires

Hoffmann

Liporace

2015

Eur. J. Psychol.

View full text Add to dashboard Cite

This paper presents a study on paradoxical personality, defined as a distinctive feature in creative persons, developed with 350 college students from Buenos Aires. Goals aimed at describing and analysing possible significant differences of paradoxical traits in students from diverse majors representing seven different fields of study, and examining the relationship between each bipolar trait and academic achievement. The sample was composed of 7 groups (n = 50 by group) representing fields of study typically offered in public universities, Biology, Computer Science, Engineering, Law, Nutrition, Psychology, and History of Art. Analyses by career provided descriptive information about students of these majors, concerning their paradoxical personality profiles. Correlational studies verified significant associations between academic achievement and most paradoxical traits in majors such as Computer Science, Nutrition and Psychology. Results are discussed regarding practical outcomes and teaching programs.

show abstract

Imagination and creativity: wellsprings and streams of education – the Taiwan experience

Cited by 23 publications

References 36 publications

Diseño Y Validación De Un Instrumento De Medición De La Creatividad Motriz en Adolescentes

Diseño Y Validación De Un Instrumento De Medición De La Creatividad Motriz en Adolescentes

Bricolage and the Evolution of Giftedness and Talent in Taiwan

Paradoxical Personality and Academic Achievement in College Students From Buenos Aires

Contact Info

Product

Resources

About