Relation of Topic with Personal Experience
Creativity is one of the mission of a teacher in every age, and discipline. As he may be creative to motivate students, he has to generate creativity in his pupils. In this way, understanding the relation between the neurobiology of creativity and its cognition is useful to every teacher.
Introduction
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.
I. Creativity in Neuroscientific Research
It is important to recognize the concept of creativity to familiarise the idea of what the neuroscientific can do or not in this field. Briefly, the consensus is that something creative is novel, useful (cooperative, appropriate), original (never seen before) and responding to a problem (intervention)(Pope, 2005)(Sawyer, 2012).
In Animals, it is possible to consider creativity in three steps: recognition of the problem (novelty), observation of it and create an innovative behaviour(Kaufman & Kaufman, 2004). For example, some animals are able to create a new behaviour to give solution to a new situation (Animal innovation, 2003). Furthermore, in neuroscience it is common to use animal for investigation. In fact, ...
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... activations after training in Creative task during a period of time to see the possible enhancement of creativity in the central nervous system. Although the complexity of the creative process difficult direct application and clear classroom strategy, neuroscientific knowledge can be shared to recognise creativity in an educative environment.
Works Cited
Abraham, A., Pieritz, K., Thybusch, K., Rutter, B., Kröger, S., Schweckendiek, J., … Hermann, C. (2012). Creativity and the brain: Uncovering the neural signature of conceptual expansion. Neuropsychologia, 50(8), 1906–1917. doi:10.1016/j.neuropsychologia.2012.04.015
Animal innovation. (2003). Oxford: Oxford University Press.
Aziz-Zadeh, L., Liew, S.-L., & Dandekar, F. (2013). Exploring the neural correlates of visual creativity. Social Cognitive and Affective Neuroscience, 8(4), 475–480. doi:10.1093/scan/nss021
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 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...
6) Artistic Inspiration and the Brain , Another response to Dr. Bruce Miller study - FTD & creativity
Have you ever wondered how musicians can come up with melodies, rhythms, chords, and riffs off-the-top of their heads? Well, this type of spontaneous idea is called improvisation. Improvisation is the creative activity of an “in the moment” musical composition. Basically, it’s a spur-of-the-moment kind of thing where musicians simply make up a rhythm or melody without even thinking about it. Whatever or however a musician is feeling he could incorporate that feeling into a musical thought. But how does this imagination come about? Is there some type of magical feeling that comes over the musician? How can the mind create something on command? Scientists have been baffled at the way the brain acts during musical improvisation. William James has labeled this innovative development as a as a “seething cauldron of ideas, where everything is fizzling and bobbing about in a state of bewildering activity.”(Creation on Command) In the past few years, there have been studies that try to figure out what goes on in the brain with improv is being done. I am going to talk about Dr. Charles Limb study on brain activity and music creativity. Dr. Charles Limb is an associate professor in otolaryngology at the Johns Hopkins School of Medicine, where he is also a part of the Peabody Institute of Music where he plays the Saxophone, Bass and Piano. He led one of the first brain-scan studies of musical improvisation in 2008. For the past ten years, Dr. Limb has studied what goes on in the brain and how it relates to music. He tested three different of experiments before coming up with a conclusion
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.
Many types of thinking are used with critical thinking. Among those of types of thinking, creative thinking has shaped the world into what it is today and what it evolves into in the future. Children are born as creative thinkers. However, if one does not improve and build upon his or her creative skills, the creative thinking potential may diminish throughout a lifetime. “Creative thinking involves creating something new or original. It involves the skills of flexibility, originality, fluency, ima...
Creativity is defined as the generation of ideas that are both useful and original (Ritter & Ferguson, 2017). Creativity is tested through the measurements of two different types of thinking – divergent and convergent (Ritter & Ferguson, 2017). Divergent thinking is being able to generate new ideas and perspectives; it is measured through the Unusual Uses test in which subjects are given an object and must list all uses, even unusual ones, for an object (Ritter & Ferguson, 2017). The Unusual Uses test in a no noise condition is commonly used to create a baseline for assessing individual creative potential (Toplyn & Maguire, 1991). Convergent thinking is the ability to
...nced, the information our subconscious soaks up. Creativity is what combines our consciousness with our subconscious, which helps us with things such as problem solving, strategizing, and art.
In Sir Ken Robinson’s Ted Talk video, he had many major points that relate to the definition and importance of creativity. A major point how creativity is as important in education as literacy. According to Sir Ken Robinson, “we should treat it with the same status. He explains is that education is used to prepare use for the future, but the future is unpredictable.”.
Understanding creativity is essential to understanding how biological decline of the brain impacts creativity as a cognitive ability. So how exactly does creativity work? Creativity is very abstract and it cannot be assessed physically, therefore psychologists have come up with models of how creativity works. One example is the creative cognition approach, which includes the Geneplore model of creative functioning (Finke et al., 1992). The main proposal was that many creative activities can be described as the first generation of ideas followed by an exploration of those ideas. These ideas are sometimes described as “pre-inventive” in the sense that they are either incomplete plans for some new product, tested solutions to difficult problems,
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).
In conclusion to some up this essay the term ‘creativity’ will always cause a debate in the educational system as. There will always be difficulty defining it as many use the term too loosely to have a definitive meaning. It requires risk taking, it is difficult to portray creativity when schools are so obsessed with right or wrong answers for ways of doing things. Society teaches us the risks are bad because the government and its policies interfere with our own choices and decisions.
There is a magnitude of research put behind trying to find the link between creativity and...
Nolley , S. (1999). A piagetian perspective on the dialectic process of creativity. Taylor &
There are many answers to this question. First, creativity is generated in the brain and it is