Creativity and Personal Growth

Sarnoff, David; Cole, Henry P.

doi:10.1002/j.2162-6057.1983.tb00979.x

Cited by 16 publications

(8 citation statements)

References 12 publications

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“…Eastern people, however, hold a different view. In contrast, Easterners view creativity as a state of personal fulfillment and the understanding or expression of an inner sense of ultimate reality (Chu, 1970;Kuo, 1996;Mathur, 1982), with a focus on meditation (Sarnoff & Cole, 1983). Westerners often focus on a person;s ability to generate creative products (Hughes & Drew, 1984).…”

Section: Eastern and Western Views Of Creativitymentioning

confidence: 99%

Korean Science Teachers’ Understanding of Creativity in Gifted Education

Seo

Lee

Kim

2005

Journal of Secondary Gifted Education

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With the passing of Korea's Gifted Education Act, creativity has come to the forefront in considering the future of Korea's economic prosperity in the global economy (Korean Educational Development Institute, 2003). The purpose of this study was to examine the understanding of creativity among Korean science teachers of gifted students. Sixty teachers participated in this study with an open-ended questionnaire about their understanding of creativity. The data were analyzed based on Urban's (1995) three components of creativity. The findings indicated that these science teachers had a thorough understanding of the cognitive component and a strong association of creativity with intellectual ability, but overidentified with the cognitive component, showing less awareness of the personal and environmental components of creativity. To shift their understanding to a more balanced view, personality and environmental components, as well as attributes in other component areas, should be emphasized.

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Section: Eastern and Western Views Of Creativitymentioning

confidence: 99%

Korean Science Teachers’ Understanding of Creativity in Gifted Education

Seo

Lee

Kim

2005

Journal of Secondary Gifted Education

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“…Everyday creative individuals are also more likely to be extraverted; they are active and take advantage of opportunities for self-expression in the social context (e.g., humor, initiating relationships; Martin, 1996;Zuckerman, 1994). Finally, everyday creativity is associated with psychological well-being and personal growth (Cropley, 1990;Maslow, 1971;Ripple, 1989;Sarnoff & Cole, 1983). For instance, everyday creativity behaviors such as finding humor in life are related to emotional well-being and physical health (Celso, Ebener, & Burkhead, 2003;Clabby, 1980;Lefcourt, 2002;Martin, Puhlik-Doris, Larsen, Gray, & Weir, 2003).…”

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confidence: 99%

Artistic and Everyday Creativity: An Act‐Frequency Approach

Ivčević

2007

Journal of Creative Behavior

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Scholars often distinguish everyday creativity and creativity in more formal domains, such as the arts. However, everyday creativity has been rather neglected in research. This paper compares artistic and everyday creativity. Three studies examine the content of behavior in artistic and everyday creativity, as well as similarities and differences in their relationships with personality traits, psychological well‐being, and psychopathology. Typical artistic creativity acts referred to time investment in the arts, generation of art works, and achievement in the arts, whereas typical everyday creativity acts concerned humor and self‐expression in daily activities. Both kinds of creativity were related to openness to experience, a personality trait described as the disposition towards creativity. However, artistic creativity was related to higher rates of psychopathology, while everyday creativity was related to extraversion, conscientiousness, and personal growth.

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“…According to Lubart, 'creativity is related to meditation because it helps one to see the true nature of the self, an object, or an event ' (1999, p. 340). Lubart (1999) further compared this ethereal view of creativity to humanistic psychology's conception of self-actualisation (Maslow, 1962;Sarnoff & Cole, 1983). In other words, the creative product is the refinement of the self rather than an external object.…”

Section: Introductionmentioning

confidence: 99%

Trends and Challenges of Creativity Development Among Selected Asian Countries and Regions: China, Hong Kong/Macau, Japan, Malaysia and South Korea

Cramond¹,

Kim²,

Chiang³

et al. 2020

Handbook of Giftedness and Talent Development in the Asia-Pacific

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In this chapter, the authors present scholarly yet practical comparisons of the perspectives of creativity in several Asian countries and territories from the viewpoints of scholars from those areas: China, Hong Kong/Macau, Japan, Malaysia and South Korea. The scholars considered each place's views of creativity in responding to the following questions: (a) "What is creativity and/or the public's perception of creativity?" (b) "In which field is creativity valued?" (c) "What do people see as characteristics of creative people?" and (d) "What is the place for creativity in education?" which includes the subquestions: What assessments are used to measure creativity? Is there any official government agency that promotes creativity? What methods are used to encourage creativity? These conceptualisations were balanced by understanding current research and literature on creativity, assessing commonalities, and differences in the views and drawing upon cultural influences on those views.

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Creativity and Personal Growth

Cited by 16 publications

References 12 publications

Korean Science Teachers’ Understanding of Creativity in Gifted Education

Korean Science Teachers’ Understanding of Creativity in Gifted Education

Artistic and Everyday Creativity: An Act‐Frequency Approach

Trends and Challenges of Creativity Development Among Selected Asian Countries and Regions: China, Hong Kong/Macau, Japan, Malaysia and South Korea

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