There are several elements within the context of education that can enhance creativity within a person. Specific character traits within a person such as perceptual alertness, risk-taking, and problem finding can increase opportunities for creativity (Amabile & Pillemer, 2012; Beattie, 2000; Feldhusen & Goh, 1995; Hope, 2010; Lindström, 2006; Sternberg, 2002; Sternberg, 2006; Trilling & Fadel, 2009; Zimmerman, 2009). Creativity-relevant processes such as intrinsic task motivation and a flexible cognitive style are also required for creativity to take place (Amabile & Pillemer, 2012; Cowdroy & Williams, 2006; Sternberg, 2006). Environmental frameworks that embrace open-ended work, the pursuit of the unknown, and low consequences for failure facilitate creativity within a person (Amabile & Pillemer, 2012; Hope, 2010; Sternberg, 2002; Sternberg, 2006; Trilling & Fadel, 2009). Individual character traits, creativity-relevant processes, and environmental frameworks all play a role in boosting creativity within the context of education.
Certain character traits in a person can increase opportunities for creativity to take place. Perceptual alertness, risk-taking, and problem finding are character traits found within creative people (Amabile & Pillemer, 2012; Beattie, 2000; Feldhusen & Goh, 1995; Hope, 2010; Lindström, 2006; Sternberg, 2002; Sternberg, 2006; Trilling & Fadel, 2009; Zimmerman, 2009). Perceptual alertness, such as having a tolerance for ambiguity and intuitive decision-making abilities opens opportunities for creativity to take place (Beattie, 2000; Cowdroy & Williams, 2006; Feldhusen & Goh, 1995; Hope, 2010; Sternberg, 2002). Discovery through risk-taking that leads to learning from mistakes provides additional incentives for the leap of creativity (Beattie, 2000; Feldhusen & Goh, 1995; Lindström, 2006; Sternberg, 2002; Trilling & Fadel, 2009; Zimmerman, 2009). A problem-finder that can combine ideas and transform things in unanticipated ways is another character trait of the creative person (Amabile & Pillemer, 2012; Beattie, 2000; Hope, 2010; Lindström, 2006; Trilling & Fadel, 2009; Zimmerman, 2009). Having a tolerance for ambiguity, intuitive decision-making abilities, learning from mistakes through risk-taking, and combining and transforming ideas in unanticipated ways are character traits of a creative person.
Having creativity-relevant processes such as intrinsic task motivation and a flexible cognitive style will also increase the probability of creativity (Amabile & Pillemer, 2012; Cowdroy & Williams, 2006; Sternberg, 2006). Being driven internally by the enjoyment, interest, and a personal challenge to the task at hand provides the motivation to overcome challenges encountered within the creative process (Amabile & Pillemer, 2012; Sternberg, 2006; Zimmerman, 2009). A flexible cognitive style such as divergent and convergent thinking and the ability to abstract ideas provides the qualities for creativity to germinate (Amabile & Pillemer, 2012; Beattie, 2000; Cowdroy & Williams, 2006; Sternberg, 2006; Trilling & Fadel, 2009; Zimmerman, 2009). Creativity-relevant processes like intrinsic task motivation and a flexible cognitive style are needed for creativity to take place.
Environmental frameworks that allow open-ended work, the pursuit of the unknown, and low consequences for failure increase the opportunity for creativity to take place (Amabile & Pillemer, 2012; Hope, 2010; Sternberg, 2002; Sternberg, 2006; Trilling & Fadel, 2009). Environmental frameworks like open-ended work embrace multiple solutions and non-standardized relationships to take place (Hope, 2010). The pursuit of the unknown is another environmental framework that supports ambiguity and a tendency to let the materials and ideas shape the direction taken in the pursuit of creativity (Amabile & Pillemer, 2012; Hope; 2010; Sternberg, 2006). Providing low consequences for failure is another environmental framework that supports creativity. (Hope, 2010; Sternberg, 2002; Sternberg, 2006). Having an environment that has low consequences for failure builds openness to fresh ideas and opportunities for serendipity to take place. Open-ended work, pursuits of the unknown, and low consequences for failure are environmental frameworks that serve in creativity.
This synthesis has shown that there are several elements within the context of education that can boost creativity within a person. Characteristic traits within a person such as perceptual alertness, risk-taking, and problem finding can increase opportunities for creativity. Intrinsic task motivation and a flexible cognitive style are creativity-relevant processes that are required for creativity to take place. Environmental frameworks that embrace open-ended work, the pursuit of the unknown, and low consequences for failure can also boost creativity within the context of education.
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