There is an infinity of realized and potential creative things, creative ideas, and creative performances, and yet there is no such thing as creativity, at least not in the two ways most of us think about creativity. (1) There is no general essence of creativity, no indispensable factor or shared quality that is an intrinsic part of all creative…

The goal of this article is to review work on mind wandering, metacognition and creativity in order to consider their relationship with cognitive flexibility. I introduce a model of the role that mind wandering and metacognition have in the generation and exploration of novel ideas and products in the creative process. I argue that managing the…

How does creativity develop from a nearly ubiquitous and domain-general capacity associated with playfulness and openness to experience to a highly rarified and domain-specific ability associated with invention and innovation? In this short report, I describe creativity along two dimensions: self- and socially referenced creativity. In…

The present study investigates how emerging/young and established/expert artists create artwork, paying special attention to modifications in the art-making process. Here, "process modification" is the means by which artists generate new artistic concepts by modifying elements of their previous artwork. To examine whether emerging…

Creativity is increasingly considered to be an important goal of education. While creativity can be influenced by many noncognitive factors (eg, personality and motivation), creative thinking remains the most important source of creativity. Creative thinking combines several cognitive processes leading to the generation and selection of new and…

This article conducts a systematic review of the literature, which seeks to present opportunities and trends in fostering creativity in science and engineering. The literature review is based on four phases: to identify eligible articles, screen and classify the selected documents, analyse the content and the citations, and report the findings and…

The development of agency is often described as critically important for all students. Countless school mission statements speak of the need to help young people become independent thinkers, for example. Colleges and universities expect high school graduates to be self-driven learners. And business leaders are forever calling upon K-12 education…

Although creativity techniques are highly recommended in working environments, their effects have been scarcely investigated. Two cognitive processes are often considered to foster creative potential and are, therefore, taken as a basis for creativity techniques: knowledge activation and conceptual combination. In this study, both processes were…

In early childhood education and care, Nordic social pedagogy approach is challenged by a learning orientation that often results in unproductive "either/or" thinking. Therefore, based on the two approaches and by analysing several dimensions of Froebel's ideas and prevailing social-historical activity (play) theory, the author deduces…

To promote the development of greater creativity in my students' design work, I created an online tool--called Reflective Inquiry (RI)--that accompanies all of my open-ended assignments and that I require students to submit with each project. The RI is composed of a series of prompts that students must respond to, almost daily, to explain and…