Teaching for Creativity as Human Development toward Self-Actualization: The Essence of Authentic Learning and Optimal Growth for All Students

Abstract

Enhancing creativity is an important issue worldwide, but it is perceived and addressed differently from a population to another. Creativity is considered as an essential life skill, a major component of human intelligence, and the most important topic in the education of the gifted and talented students. Nations rely on youth to use their skills at the highest level possible to contribute to improving all life aspects including solving problems creatively, developing genuine innovations, and leading communities to productivity. Literature indicates that creativity should be nurtured in all students to become successful continued learners, and in gifted students to facilitate their talent development and extend their growth in optimal ways. This paper further discusses the nature of creativity, proposes a broad conceptualization of creativity based on the humanistic approach and positive psychology, and suggests teaching practices for fostering creativity in the general classroom.

Can Creativity Beat Death? A Review and Evidence on the Existential Anxiety Buffering Functions of Creative Achievement

“…Understanding the existential meanings of an enduring creative achievement may be particularly valuable for expert (Pro‐c) creative persons as they navigate motivational and creative challenges en route to eminence (Big‐C) (Kaufman & Beghetto, ; Olszewski‐Kubilius, Subotnik, & Worrell, ), for example, by identifying clear goals in terms of impact on the field (Amabile & Kramer, ). In educational settings, communicating the link between creativity and existential security may be valuable in enhancing students’ positive beliefs regarding their creative pursuits (Wadaani, ) as a part of a wider strategy of supporting students’ intrinsic creativity motivations in their learning environment (Beghetto & Kaufman, ). Overall, the findings of this study may be useful in promoting creative achievement and creative motivation in people with varying levels of creative expression.…”

Development of Group-Based Differentiated Learning (GBDL) Models

“…The learning characteristics are in line with the concept of a democratic education that uses a scientific approach both in groups and individually [2], [3]. According to [4], individuals have differences in intelligence diversity, and student's potential needs attention [5].…”

A Proposed Model for Understanding and Supporting Creativity and Mathematical Talent Development

“…Some of these theories provided a narrow restricted perspective, and others discussed creativity in a broad view (Wadaani et al, 2016). Creativity has been defined as a life style, as a factor of effective learning, as a component of giftedness, as a separate category of talent, and as original productivity (Wadaani, 2015b). Plucker, Beghetto, and Dow (2004), for example, described creativity as "the interaction among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context" (p. 90).…”

“…Based upon previous foundations, creativity can be described as a multifaceted human development phenomenon that includes a broad range of personality characteristics, life skills, general mental skills, and domain-related skills (Wadaani, 2015b). Demonstrating evolving skills related to a certain academic domain can be a sign of creativity in that domain; mathematical creativity for example.…”