Creativity Runco, Mark A
2010, 2007, 2010-08-04
eBook
An integrative introduction to the theories and themes in research on creativity, this book is both a reference work and text for courses in this burgeoning area of research. The book begins with a ...discussion of the theories of creativity (Person, Product, Process, Place), the general question of whether creativity is influenced by nature or nurture, what research has indicated of the personality and style of creative individuals from a personality analysis standpoint, how social context affects creativity, and then coverage of issues like gender differences, whether creativity can be enhanced, if creativity is related to poor mental or physical health, etc. The book contains boxes covering special interest items including one page biographies of famous creative individuals and activities for a group or individual to test and/or encourage creativity, as well as references to internet sites relating to creativity. * Breaks down the major theories about creativity but doesn't restrict to a singular perspective * Includes extensive citations of existing literature * Textbook features included (i.e., key terms defined)
Das Verhältnis der Pädagogik zur Technik ist so eine Sache. Zu sagen, es wäre umstritten, trifft es nicht einmal gut: In philosophischer Pädagogik, Systemtheorie und selbst in der empirischen ...Forschung, wo man eine technologisch gedachte Pädagogik noch am ehesten
vermuten würde, ist man sich weitestgehend einig, dass Pädagogik ein Technologiedefizit habe und fügt dazu mancherorts gleich noch ein Technologieverdikt hinzu: Nicht nur könne pädagogisches Handeln keine Technik bieten, die Pädagogik dürfe es auch gar nicht1.
Insbesondere für das Lehren und, hier als Unterform des Lehrens verstanden, das planende, systematische Unterrichten werden diese Postulate aber fraglich. Dass sich Unterricht nicht darin erschöpft, vorher gefasste Pläne maschinell abzuarbeiten, ist evident. Das andere Extrem
aber, es brauche, um zu unterrichten, nur Talent, den ,,geborenen Erzieher" oder pädagogisches Genie, lässt ebenfalls zweifeln. Unterrichtsziele, -methoden, -strukturen, -skizzen und -entwürfe verweisen auf ein ,,Handwerkszeug", das Lehrende sich ,,zulegen"
können, um Lehre nicht nur in spontanen sozialen Begegnungen zu vollziehen, sondern auch vorzubereiten und planmäßig zu gestalten. Unterrichten hat demnach technologische Dimensionen, wobei zu klären sein wird, welche Aspekte des Technischen hier gemeint sind: Sollen die
Mittel ausgehend von feststehenden Unterrichtszielen eingesetzt werden? Braucht es kybernetische Regelkreise? Ist das Kind als Material oder bedienbare Maschine zu verstehen? Lassen sich Kausalzusammenhänge annehmen? Gehört eine gewisse Gewaltanwendung dazu? Es gilt zu klären,
welche Aspekte einer Erziehungs- und hier insbesondere Unterrichtstechnik tatsächlich theoretisch wie ethisch zu verwerfen sind und in welcher Hinsicht das Technische seine Berechtigung für pädagogisches Handeln hat. Die Positionierung in dieser Frage ist nicht trivial, sie
bringt Konsequenzen im Menschenbild, Berufsverständnis, in der Gestaltung von Studiengängen und nicht zuletzt in den Abhängigkeiten und Freiheitsgraden der Lehrenden mit sich.
Daniel C. Dennett (1942—2024) Yuste, Rafael; Levin, Michael
Science (American Association for the Advancement of Science),
06/2024, Letnik:
384, Številka:
6702
Journal Article
Recenzirano
Philosopher and science advocate
Daniel Clement Dennett, who merged philosophical thinking with scientific evidence from many fields, died on 19 April at age 82. In the central question of the nature ...of the mind, Dennett took a neuroscience-anchored position, arguing that consciousness and all higher cognitive abilities could be understood as a direct consequence of the physiology of the brain. He expanded his ideas in best-selling books about religion and evolution and became one of the strongest voices publicly defending atheism and Darwinism.
Twin research has shown that females with male co-twins perform better than females with female co-twins on mental rotation. This beneficial effect of having a male sibling on spatial ability could ...be due to in-uterine transmission of testosterone from males to females (the Twin Testosterone Transfer hypothesis, TTT). The present study explored sex differences and the TTT in non-verbal and verbal abilities in a large sample of twins assessed longitudinally at 2, 3, 4, 7, 9, 10, 12, 14 and 16years of age. Females scored significantly higher than males on both verbal and non-verbal abilities at ages 2, 3 and 4. Males scored significantly higher than females on verbal ability at ages 10 and 12. The effect sizes of all differences were very small. No sex differences in non-verbal or verbal abilities were found at 7, 9, 14 and 16years of age. No support for the TTT was found at any age. The findings indicate that the twin testosterone transfer effect occurs only for specific cognitive abilities, such as mental rotation.
•Small sex differences in non-verbal and verbal abilities across development•Female advantage in both non-verbal and verbal abilities at ages 2, 3 and 4•Male advantage in verbal abilities at ages 10 and 12•Twin Testosterone Transfer Hypothesis: females with male co-twins outperformed same-sex female twins on mental rotation.•Results from this study showed no evidence for the Twin Testosterone Transfer Hypothesis on non-verbal or verbal abilities.
Self-regulation describes the ability to control both behaviors and internal states against a backdrop of conflicting or distracting situations, drives, or impulses. In the cognitive psychology ...tradition, individual differences in self-regulation are commonly measured with performance-based tests of executive functioning, whereas in the personality psychology tradition, individual differences in self-regulation are typically assessed with report-based measures of impulse control, sustained motivation, and perseverance. The goal of this project was (a) to comprehensively examine the structure of associations between multiple self-regulatory constructs stemming from the cognitive and personality psychology traditions; (b) to estimate how these constructs, individually and collectively, related to mathematics and reading ability beyond psychometric measures of processing speed and fluid intelligence; and (c) to estimate the extent to which genetic and environmental factors mediated the observed associations. Data were available for 1,019 child participants from the Texas Twin Project (M age = 10.79, range = 7.8-15.5). Results highlighted the differentiation among cognitive and personality aspects of self-regulation, both at observed and genetic levels. After accounting for processing speed and fluid intelligence, EF remained a significant predictor of reading and mathematics ability. Educationally relevant measures of personality-particularly an openness factor representing curiosity and intellectual self-concept-incrementally contributed to individual differences in reading ability. Collectively, measures of cognition, self-regulation, and other educationally relevant aspects of personality accounted for the entirety of genetic variance in mathematics and reading ability. The current findings point to the important independent role that each construct plays in academic settings.
An integrative introduction to the theories and themes in research on creativity, the second edition of Creativity is both a reference work and text for courses in this burgeoning area of research. ...The book begins with a discussion of the theories of creativity (Person, Product, Process, Place), the general question of whether creativity is influenced by nature or nurture, what research has indicated of the personality and style of creative individuals from a personality analysis standpoint, and how social context affects creativity. This wide-ranging work then proceeds to coverage of issues such as gender differences, whether creativity can be enhanced, if creativity is related to poor mental or physical health, and much more. The book contains boxes covering special interest items, including one-page biographies of famous creative individuals, and activities for a group or individual to test or encourage creativity, as well as references to Internet sites relating to creativity. * Includes all major theories and perspectives on creativity * Consolidates recent research into a single source * Includes key terms defined and text boxes with interesting related material * Single authored for clarity and consistency of presentation
In his compelling follow-up to The Rise of the Creative Class , Richard Florida outlines how certain cities succeed in attracting members of the 'creative class' - the millions of people who work in ...information-age economic sectors and in industries driven by innovation and talent.
"Florida and others are changing the American urban agenda. This is a guidebook to the new knowledge-based economy. He mines the best available research to lay out powerful new policy options. No wonder he is in such demand." - Terry Nichols Clark, Professor of Sociology and Coordinator of the Fiscal Austerity and Urban Innovation Project, University of Chicago
Richard Florida is the Hirst Professor in George Mason University's School of Public Policy and a non-resident Senior Fellow at the Brookings
Institution. He lives in Washington DC.
PDF
