What Do We Know About the Development of Creativity in South America?

Abstract

We review recent research about the development of creativity in South America focusing on studies of individual differences in creativity and educational and developmental studies of children and adolescents' creativity. Most South American researchers are influenced by mainstream psychometric approaches, although computational and cultural approaches are also considered. Two main areas of inquiry are: (a) the relationship between creativity and other constructs, and (b) the structural and cultural inhibitors of creativity in school. Studies conducted beyond the school shed light on the role resilience has in fostering creativity. The lack of studies testing interventions aimed at promoting creativity is concerning. There is also a surprising lack of observational studies related to the pedagogy of creativity. Last but not least, there is a need to advance research on other factors, in addition to the educational ones, that may play a role in fostering creativity in South America.

Global Science Opera: Enacting Posthumanising Creativity

“…Posthumanising creativity as a framework for GSO Posthumanising creativity (PHC) takes the posthuman turn in conceptualising creativity by decentring the human and offering an intra-active explanation of impactful novelty as generated by humans and other-than-humans (Chappell, 2018). As the initiator of posthumanising creativity, Chappell builds on long-standing arguments from Craft (2005Craft ( , 2011, Preiss et al (2016), Banaji et al (2010, and Robinson and Aronica (2015) who contend that creativity should be at the core of education. All argue that, as educators, we need to prepare students for 21 st century citizenship.…”

The development of creativity in Chilean kindergarten and school children / Desarrollo de la creatividad en párvulos y escolares chilenos

“…Así, este punto abre interesantes interrogantes acerca de qué es lo que ocurre con el desarrollo de la creatividad en sociedades como la chilena donde el sistema educativo tiende a rigidizarse tempranamente. A nuestro leal sabre y entender no hay estudios a la fecha que hayan evaluado empíricamente el desarrollo del pensamiento divergente de párvulos y escolares chilenos (Preiss, Grau, Ortiz, & Bernardino, 2016). El propósito del presente estudio es avanzar en esta dirección, determinando las características del desarrollo de la creatividad en una muestra de párvulos y escolares chilenos que cursan kínder, 2do, 4to y 6to grado.…”

“…Thus, this point opens interesting questions about the development of creativity in societies such as Chile where the educational system tends to become rigid early. To our knowledge there are no studies to date that have empirically evaluated the development of divergent thinking in Chilean kindergarten and school children (Preiss, Grau, Ortiz, & Bernardino, 2016). The purpose of this study is to add to the body of knowledge in this area by determining the characteristics of the development of creativity in a sample of Chilean kindergarten and school children that are studying at kindergarten, second, fourth and sixth grades.…”