Modern ideas of embodiment have been influential in cognitive science for the past several decades, yet there is minimal evidence of embodied cognition approaches in creativity research or pedagogical practices for teaching creativity skills. With creativity research in crisis due to conceptual, methodological, and theoretical issues, radical embodied cognitive science (RECS) may offer a framework to move the field forward. This conceptual analysis examines the current state of creativity research from the 4E (embodied, embedded, enactive, and extended) cognition and RECS perspectives. Two streams are critiqued for their potential to further knowledge about the development of creative expertise and inform educational practices. Promising directions for future research is discussed, including ways dynamical systems approaches, such as those used in improvisational and musical creativity, might yield new insights about how people develop creative expertise and help address the “higher order thinking” criticisms of RECS.

Memoires by eminently creative people often describe architectural spaces and qualities they believe instrumental for their creativity. However, places designed to encourage creativity have had mixed results, with some found to decrease creative productivity for users. This may be due, in part, to lack of suitable empirical theory or model to guide design strategies. Relationships between creative cognition and features of the physical environment remain largely uninvestigated in the scientific literature, despite general agreement among researchers that human cognition is physically and socially situated. This paper investigates what role architectural settings may play in creative processes by examining documented first person and biographical accounts of creativity with respect to three central theories of situated cognition. First, the embodied thesis argues that cognition encompasses both the mind and the body. Second, the embedded thesis maintains that people exploit features of the physical and social environment to increase their cognitive capabilities. Third, the enaction thesis describes cognition as dependent upon a person’s interactions with the world. Common themes inform three propositions, illustrated in a new theoretical framework describing relationships between people and their architectural settings with respect to different cognitive processes of creativity. The framework is intended as a starting point toward an ecological model of creativity, which may be used to guide future creative process research and architectural design strategies to support user creative productivity.

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Specialized Care Units (SCUs) in nursing home facilities offer care for individuals with late-stage dementia primarily when care in the home no longer supports physical and sociobehavioral needs. Prior research has primarily examined new facilities; however, due to market demand and financial constraints, many SCUs are retrofits of existing nursing homes. The purpose was to determine the capacity of the physical environment to enhance person-centered care (PCC) and identify potential design opportunities to help patients adapt to and cope with dementia progression to maintain quality of life (QoL). Grounded in empirical knowledge and best practices for SCU design, an instrumental case study of a retrofit SCU in the Rocky Mountain region of the United States examined relationships between the physical environment and the behavior of residents and staff. Qualitative and quantitative data were collected through a spatial inventory, staff e-survey, and behavioral observations in the unit's public spaces. Data indicate that even (less than ideal) retrofit SCU designs have the potential to support PCC goals significantly, and some physical conditions found to undermine PCC goals could be remedied by simple (low-cost) design interventions, suggesting staff may lack awareness of the capacity for the SCU physical environment to improve residents' QoL. By linking design features from empirical studies and best practices with observed behaviors in a retrofit SCU, the primary contribution of our exploratory study is a framework of roles design features play in adaptation-coping and maladjustment-stress for people managing progressive dementia conditions. This framework suggests directions for future research and evolving methods to better understand the impacts of environmental designs on users' QoL over the course of progressive illnesses, like dementia.

Service-learning often links academic learning with real-world experiences to encourage experiential knowledge, personal growth and engaged citizenry. It is also considered a high impact practice (HIP) to improve engagement and retention of university students, particularly benefitting underrepresented populations. Less often examined is non-academic skill development necessary for creativity in professional design practice. This paper examines a multi-year service-learning partnership between undergraduate students and youth to design interventions in their middle school building and grounds. The experience incorporated participatory-design and design-build as significant components of an upper division undergraduate elective course in environmental design (architecture, landscape, planning and design studies). Pre- and post-course papers, blog posts and weekly reflections were analysed for themes related to non-academic skill development. Findings suggest positive impacts of service-learning experience on empathy, relationship building, flexibility, systems thinking and professional goals. These are discussed with respect to employability skills towards fostering creative resilience in managing complexities of design practice.