Empirical Research: The Article Talks About Teaching Cr ✓ Solved

Empirical Researchthe Article Talks About The Teaching Of Cr

Empirical research: The article talks about the teaching of creativity and seeks to know whether it can be taught. The researchers have carried out several tests that have proven that children are more creative than adults because the older education system trained the adults to be good workers and followers of instructions. Therefore, creativity can be learned, not through a lecture but by learning and practically applying the creative thinking process. The article suggests that creativity is an essential skill that can be developed. Creativity begins with a good foundation of knowledge, discipline learning, and mastering thoughts.

Learning to be creative involves exploring imaginations, experimenting, questioning assumptions, and synthesizing information. The article gives the discoveries of Mobley, a researcher. Mobley realized that people don't learn to be creative; instead, they should be creative. He gave an example of a Marine recruit saying that being a Marine requires boot camp rigors, not just reading the manual. Mobley's other discovery is that the fastest way of becoming creative is by hanging around with creative people.

Also, he discovered that creativity highly correlates with self-knowledge citing the impossibility of overcoming biases if one doesn’t know they exist. Finally, Mobley asked his students to accept being wrong in their ideas. According to Mobley, there are no bad or wrong ideas as building blocks for better ideas (Kim & Hua, 2019). The article is empirical research as it is based on observation and measurement of a particular phenomenon by a researcher. The data collected by the researcher was compared to a hypothesis, but the results were still based on real-life experience.

The articles can be applied in educational institutions to teach creativity and help the students learn about it easily. The articles have articulated different aspects of creativity and demonstrated the best ways of acquiring creativity in life. References: Kim, K. H., & Hua, Y. (2019). How Cultural Parenting Impacts Children’s Academics and Creativity. Creativity. Theories–Research-Applications, 6(2).

Meta-analysis: The article talks about the habits of creative people and ways of enhancing creativity. Creative people have several habits that make them even more creative in their respective fields. Besides, adopting these habits can lead to the creativity of a person who was initially not creative.

The first habit is preparing the ground, which suggests that creativity requires a settled mind, a completely relaxed state of attention and focus. One is required to take time to be fully absorbed in the creativity and inspiration zone. The second is planting creativity seeds, which enable people to amplify what they think most. This habit urges people to put their attention on what they want to create but not on complaints. Setting an intention to achieve desired results is highly emphasized.

The third is living in the questions. Creative people pay close attention to others' questions, especially those from scientists, artists, and thought leaders. The fourth habit is feeding the brain by being more curious and nosy. Getting interested in something helps provide a gold mine of ideas if you learn to connect places, people, and things that would not be connected normally. Combining ideas and making possible connections between places, things, and people are important creative practices applied by designers, artists, and scientists.

Lastly is the experimenting and exploring habit. Experimenting involves trial and error that helps people to learn from the failed experiments. Improving creativity involves following one's curiosity, experimenting with ideas, and learning from previous mistakes. The article can be termed as a meta-analysis research because it has comprehensively analyzed results of several studies to come up with one research paper that covers the habits of creative people and how creativity can be enhanced. Creativity should be highly sensitized as it helps in making the world a better place through innovation (Paek, Abdulla & Cramond 2016).

References: Paek, S. H., Abdulla, A. M., & Cramond, B. (2016). A meta-analysis of the relationship between three common psychopathologies—ADHD, anxiety, and depression—and indicators of little-c creativity. Gifted Child Quarterly, 60(2).

Explanation of educational practice: The article highlights the role of business in encouraging creativity and innovations. The huge disconnect on creativity and innovation between leaders and junior employees prompted the author to write this article. Highly successful entrepreneurs look beyond the present and creatively imagine the company's future. The creative imaginations may be thinking of entering untapped markets, introducing new products and services, or initiating new technologies or production processes.

Creativity helps individuals in renewing their value proposition and differentiating it from their competitors. Creative thinkers are always alert to the changes in their external business environment, such as shifts in customer wants and needs, new technologies, industry trends, or competitor actions. Creative thinkers act quickly on opportunities that are the fast mover in the market. Highly creative entrepreneurs tend to be rule breakers by not conforming to the industry's traditions and norms. They refuse to be constrained by established practices, arcane business processes, or bureaucratic structures. The creative entrepreneurs constantly experiment with new ideas to differentiate the good from the bad.

However, the creative thinkers are advised not to be in a rush to launch new initiatives as their creativity may influence them to experiment and launch multiple initiatives on time. This results in a perceived lack of focus and may hinder the chances of success. In business, the creative thinker talent can be maximized in various ways. One is through balancing current and future customer needs. Entrepreneurs tend to be tied down with daily business management and focused on satisfying customer needs and wants.

Disconnecting the present and future needs help in dreaming and planning for the future while maintaining the business competitive advantage. Second is maintaining a simple business organizational structure. A simple organizational structure increases the personnel involvement in implementing needs, creativity, and faster execution and comprehension of new ideas. Lastly is the mobilization of resources to fuel the innovation process. Resources help in driving the innovation process.

The article is an explanation of educational practice. This is because they offer contemporary education on creativity, teaching people how to be creative in life. The articles have also advised the entrepreneurs on how to enhance creativity in their businesses.

Paper For Above Instructions

Creativity in education is a topic of growing interest, as researchers and educators explore the potential to foster this essential skill in students. Creativity is not an innate talent reserved for a select few; it is a skill that, when nurtured, can lead to innovation and problem-solving abilities across various fields. This paper examines the empirical research on the teaching of creativity, drawn from recent studies that highlight effective practices and habits of creative individuals.

The foundational argument presented in the empirical research is that creativity can be taught and enhanced through specific learning processes rather than merely through theoretical instruction. Researchers, such as Mobley, argue that creativity is essentially about fostering a mindset that embraces exploration, questioning, and practical application (Kim & Hua, 2019). Mobley’s findings suggest that collaborative environments and exposure to creative peers expedite the learning process, indicating that social interactions play a critical role in developing creative capacities.

Furthermore, Mobley highlights the significance of self-knowledge in creativity. Understanding one's biases and limitations is essential for overcoming mental barriers that inhibit creative thinking. In this context, accepting failure as a step toward success enhances resilience and encourages the iterative process of creativity where ideas build upon one another (Kim & Hua, 2019).

The article distills varying aspects of creativity into actionable strategies, emphasizing practical activities such as experimenting with different ideas, exploring diverse perspectives, and fostering a culture of curiosity and inquiry within educational settings. The first key habit identified is the necessity of preparing the mind for creativity. This requires individuals to establish a relaxed and focused mental state where they can fully engage with creative tasks (Paek, Abdulla & Cramond, 2016). By setting aside time specifically dedicated to creative endeavors, students can prime themselves to think divergently.

Additionally, the importance of planting “creativity seeds” cannot be overstated. This habit encourages individuals to concentrate on their creative intentions and envision the outcomes they wish to achieve rather than dwelling on barriers or negative thoughts. A positive mindset allows creativity to flourish by creating an environment in which students can experiment and take risks without fear of judgment (Paek et al., 2016).

The practice of “living in the questions” is another critical aspect of fostering creativity. Creative minds continuously question the status quo and seek deeper understanding through inquiry. This habit reflects how creative individuals pay close attention to the questions posed by others, particularly those who challenge conventional thinking, such as artists and scientists (Paek et al., 2016). Educators can facilitate this inquisitive spirit by encouraging open discussions and allowing students to explore varied interpretations and solutions to problems.

Moreover, successful creatives exhibit an insatiable curiosity and a willingness to gather diverse information. By actively seeking out knowledge and experiences, students can create mental connections between seemingly unrelated concepts. This exploration lays the groundwork for innovative ideas that often emerge from the intersection of different fields (Paek et al., 2016).

The habit of experimenting and accepting failure as part of the creative process is vital for students. Emphasizing trial and error encourages perseverance and flexibility in thinking, which are critical traits for personal and professional growth. A hands-on approach, where students engage in experiments to test their ideas, can lead to distinctive insights and breakthroughs. This is particularly evident in the artistic and scientific domains where iterative processes drive discovery and innovation.

In addition to the individual practices that can be taught, organizational factors also influence creativity in education. Business leaders and educators must recognize the importance of fostering environments conducive to creative thinking. This includes addressing the disconnect between creative ideation and practical implementation. Creative entrepreneurs and educators alike are encouraged to maintain a simple organizational structure that promotes involvement and facilitates the rapid execution of new ideas. This contrasts with bureaucratic systems that often stifle innovative thinking, instead empowering individuals to take initiative and explore creative possibilities.

In conclusion, the teaching of creativity is an evolving field that warrants further exploration. Empirical research supports the notion that creativity is not merely an innate trait but a skill that can be cultivated through practice, collaboration, and a conducive environment. As educators implement these strategies and promote a culture of creativity within their institutions, they can equip students with the skills necessary to innovate and succeed in their future careers, thus contributing to societal advancements.

References

• Kim, K. H., & Hua, Y. (2019). How Cultural Parenting Impacts Children’s Academics and Creativity. Creativity. Theories–Research-Applications, 6(2).
• Paek, S. H., Abdulla, A. M., & Cramond, B. (2016). A meta-analysis of the relationship between three common psychopathologies—ADHD, anxiety, and depression—and indicators of little-c creativity. Gifted Child Quarterly, 60(2).
• Creativity in business. (2020). Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship.
• Amabile, T. M. (1996). Creativity in Context: Update to 'The Social Psychology of Creativity.' Westview Press.
• Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569-598.
• Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
• Robinson, K. (2009). The Element: How Finding Your Passion Changes Everything. Viking.
• Sternberg, R. J. (1999). Handbook of Creativity. Cambridge University Press.
• Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. HarperCollins.
• Friedman, R. (2014). The Best Place to Work: The Art and Science of Creating an Extraordinary Workplace. Crown Business.