The effects of learning culture on creativity through various contexts
Recent studies in multiculturalism has revealed that the exposure to a mixture of cultures or hybrids cultures can improve an individuals’ creativity, cognitive processes and assist with idea flexibility that are applicable to everyday problem solving. It has however though, been recognised that these multicultural experiences could be learnt in several other ways. Vital research in this field include experiments on direct influence culture on creative and cognitive ability (Leung and Chiu, 2008), learning within cultural or multicultural context (Maddux et al., 2010), cross cultural creativity (Kharkhurin & Motalleebi, 2008) but these conflict with similar research performed suggesting that there is perhaps less influence as hypothesised (Westwood & Low 2003).
Employment of various creativity tasks such as the selection of presents, creative writing task and the selection task of different scholarly writings support the claim that when culture is learnt through different mediums such as a video or through life experiences that they could provide various degrees of influence on the individuals’ creativity (Leung & Chiu, 2010). The correlation found their research between their multicultural survey and the application of creativity also brought the concept of how some individuals may learn about other cultures alone for a study or by other means through another person such as a tour guide in an overseas trip. Their work was relatively conclusive but failed to separate and identify the different individual effects in which how culture was learned could influence creativity.
This experiments attempts to identify the difference between how multicultural aspects...
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...rs to the RAT were electronically recorded onto a database.
Works Cited
• Leung, Angela Ka-yee and Chiu, Chi-yue. “Multicultural Experience, Idea Receptiveness, and Creativity”. (2010). Journal of Cross-Cultural Psychology. 41(5-6), 723-741.
• Maddux, William W and Adam, Hajo and Galinsky, Adam D. “When in Rome...Learn Why the Romans Do What They Do: How Multicultural Learning Experiences Facilitate Creativity”. (2010). Personality and Social Bulletin. 36(6), 731-741.
• Leung, Angela Ka-yee and Maddux, William W and Galinsky, Adam D and Chiu, Chi-yue. “Multicultural Experience Enhances Creativity”. (2008). American Psychologist. 63(3), 169-181.
• Kharkhurin, Anatoliy V. and Motalleebi, Shirin N. Samadpour. “The Impact of Culture on the Creative Potential of American, Russian, and Iranian College Students”. (2008). Creativity Research Journal. 20(4), 404-411.
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
Thomson, P. & Sefton-Green, J. (2011) Researching Creative Learning : Methods and Issues. Oxon, Routledge.
It was hypothesized that culture would influence creative potential and achievement, largely through how individualistic (citizens serving themselves) or collectivistic (citizens serving society) the society of origin was. To this end, 55 American and 56 Chinese doctoral students were surveyed concerning their creative potential, their sense of individualism or collectivism, and their Graduate Record Examination quantitative subtest scores. Americans displayed significantly higher scores on a measure of creative potential than the Chinese. As expected, Americans showed greater individualism. Chinese were more collectivistic. Chinese had significantly higher skill mastery in the domain of mathematics. Theoretical and practical implications of these findings for understanding cultural differences in creativity are considered.
In this study 491 twelve-year-old children were asked to complete surveys that would allow researchers to measure variations in creativity. Of these 491 students, 53% were female, 34% were African American, and 66% were Caucasian American. Due to this variation in population researchers were testing they were able to get an ov...
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
In their article, “The Creativity Crisis”, authors Po Bronson and Ashley Merryman explore the urgency of the downfall in the public’s “creativity quotient.” Bronson and Merryman emphasize the necessity for young children to be imaginative. Through an IBM poll, they verify that with the decrease of creativity in our society comes an array of consequences seen in the work field. The authors remind readers of another reason for the importance of creativity; they argue that creative ideas can solve national matters. Hence, Branson and Merryman believe that original ideas are key for a better world. Though I concede that creativity is a vital key to the solution of many national problems, I still insist that teaching creativity,
To get better education, thinking and learning power comes from our hearts and minds. As Ho says in the article “We Should Cherish Our Children Freedom to Think,” American schools provide opportunities to students and a path to achieve their creativity, which “people tend to dismiss or take for granted” (2007, p.113). Moreover, he also raised a question if American education system is so wretchedly lower in merit, “why is it that this is still the country of innovation” (Ho, P.113)? Kie Ho believes that creativity and freedom to think is the essential part in American education system. If students use critical thinking skill to develop creativity, they can better understand the material and evaluate their own behavior and characteristics. In many other countries, education inhibited the children’s freedom to think and that repressed the development of students’ activities.
Edgar, D. W., Faulkner, P., Franklin, E., Knobloch, N. A., & Morgan, A. C. (2008). Creative Thinking: Opening Up a World of Thought. Techniques: Connecting Education & Careers, 83(4), 46. Retrieved from EBSCOhost.
Creativity is a complex process to be studied, however a lot of recent researchers in Neuroscience and Education have worked in this topic and have established interesting finding. Involving a great amount of the brain in networks, it is not totally clear the biologic process. However, it seems that the problem in the educative field is not the neurobiology but the neuromythology of creativity. In a first part, creativity will be defined following educative and neuroscientific point of views and limitations in experimentation. In a second part, the neurobiology of creativity will be presented and associated with its cognitive meaning.
According to Google, creativity is defined as “the use of the imagination or original ideas, especially in the production of an artistic work.” In his TED Talk, which is one of “the most popular talks of all time”, Sir Ken Robinson discusses how public education systems degrade creativity as an essential component within the academic growth of all students. Robinson is a creativity expert and an author who writes books about creativity in school systems. His expertise in the field of school systems and creativity justifies his opinion on the subject. Robinson concentrates on the significance of creativity by creating a variety of strong arguments. His main contention is that “creativity now is as important in education as literacy” (Robinson).
As a variety of people from different cultures, religions and ethnic backgrounds migrate into Canada, more perspectives, ideas and opportunities arise. As for immigrants status, they make up only 20% of Canada’s population, although at least 35% of Canada’s Research Chairs are Foreign born. Also, it is recorded that immigrants win more prestigious literary and performing arts awards than Canadian-born citizens.Thus, proving that multiculturalism benefits through innovation and creativity for Canada's education and future. Continuing onward, our culture influences us to see things around us a certain way. A variety of viewpoints and perspectives, along with a wide spread of personal and professional experiences offers new perspectives that can inspire others as well to see the world differently. Hence, multiculturalism gives others new tactics and an inspiration to work better together and an insight to create new things. Furthermore, Foreign direct investments into Canada is greater from countries that are well-represented in Canada through immigration, thus showing the advantage of multiculturalism from an innovation perspective of economy. Also, diversity of thoughts and ideas has been shown to generate creativity and drive innovation, thus helping to solve problems and align customers needs in a fresh and
There is a magnitude of research put behind trying to find the link between creativity and...
Lowenfeld, V. and Brittain, W. L. (1987). Creative and Mental Growth. (eighth edition). New York: Macmillan Publishing Co., Inc.
Vincent, B., 2013. Top Reasons Why Schools Kill Creativity In Students - All Voices. [Online]