Multidisciplinary Contributions to the Science of Creative Thinking

Abstract

Aims and Scope"Creativity in the Twenty-First Century Book Series" repositions "creativity" as a boundary-crossing discipline that is essential to learning and teaching, socialeconomic dialogues, academic discourses and cultural practices, as well as technological and digital communications. The series serves as a timely platform, bringing together like-minded scientists and researchers around the world to share their diverse perspectives on creativity and to engage in open and productive inquiries into promoting creativity for a more peaceful and harmonious world. Researchers and practitioners from all continents are invited to share their discipline-specific insights, research orientations and cultural practices, as well as to pose new questions on what creativity is, how to promote it, which directions to pursue, who should participate, and so on.The book series is led by emerging eminent and senior scientists, researchers, and educators in the fields of creativity, psychology, the cultural sciences and education studies. They create networks of sharing and spread innovative publishing opportunities within the communities of practice. They invest considerable time and effort in deepening creativity expertise, structuring creativity programs, and organizing creativity activities for the communities of interest. The book series aims not only to "glue together" like-minded scientists (community of practice) to share benefits of creativity theorizing, research and practice, but also to encourage nonexperts (community of interest) in all societies to become supporters and spokespersons of positive engagement in creative learning, teaching and dialogues.More information about this series at

Lecturer Strategies for Developing Student Creativity in Higher Education

“…The passion in producing creative work is an impulse from individual's need instead of others. Studies report a significant relationship between motivation and creative thinking skill [28]. This ensures that developing students' creative thinking skill is potentially constructed by elevating learning motivation.…”

The Dynamic Creativity Framework

“…It should be clear that the adoption of the dynamic definition of creativity shifts the focus of creativity studies from creative products/outcomes to the creative process (Corazza & Agnoli, 2015a). In the dynamic creative process (Corazza, 2020b), there is an emphasis on flexibility in focus and perspective, there is the possibility of including both relevant and irrelevant information, there is an iterative effort for idea generation, with much room for serial effects and individual differences, and there is a dynamic estimation of the ideas produced, which can be indefinitely refined and the value of which can change over time and culture.…”

Issues Related to Missing Attributes in a-Posteriori Novelty Assessments

“…Accordingly, several research activities exist around the identification of more comprehensive definitions of the interrelated concepts of creativity and innovation, which are also similarly related to the concept of newness and usefulness (Oman et al, 2013). Consequently, many definitions of creativity can be found in literature (Sarkar and Chakrabarti, 2008), and for some of them the concept of novelty plays a key role (Sarkar and Chakrabarti, 2011;Corazza and Agnoli, 2016). Moreover, in order to assist and enhance creativity and innovation, more and more contributions can be found in literature about cognitive aspects, development of comprehensive design methods and tools or, in general, idea generation approaches and their mutual integration, e.g.…”