Titlebook: Creative Contradictions in Education; Cross Disciplinary P Ronald A. Beghetto,Bharath Sriraman Book 2017 Springer International Publishing

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Technologien und nachhaltige Potenziale,on the apparent contradictions between the conceptions of mathematics and creativity found in schools, as opposed to conceptions found within the society of professional mathematicians. We interviewed a focus group of teacher educators. A set of questions on mathematics and creativity was prepared,

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Technologien und nachhaltige Potenziale,students time to devise creative solutions to specific problems in each subject area. For the purposes of the study, abductive reasoning, applied to ordinary subjects in the classroom in a high school context, was seen as a driver of creativity. This rather conservative approach to teaching creativi

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Hermann-Josef Bunte,Paul J. J. Welfensincompatible in and around the classroom. Despite the fact that pedagogies considered fun are often unique, highly interactive, and impactful; the fun descriptor is perceived as a badge of levity, thus limiting the useful application of otherwise effective educational approaches. This is a particula

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Subordinated and Rebellious Creativity at Schoolhe equivocal pattern of the relationship between creativity and school achievement all contribute to this fact. This chapter presents a new typological model of creativity and demonstrate how this model and its categories may be useful in understanding different, often contradictory, findings present in the creative education literature.

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Content Matters: Why Nurturing Creativity Is So Different in Different Domainsal., Creat Res J 20(2):105–115, 2008), for the most part creativity makes life better, and most of us would like to have and to experience more of it. Nurturing creativity is therefore something that many of us would like to do. We’d like to help our students, our colleagues, our employees (or employers), and of course ourselves be more creative.

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Creativity in Music Education? The Wild Card That Got Stuck in the Deck is that in arts education we don’t talk about creativity in fear of loosing the “magic” about it. The arts are per se a creative context so why bother defining it, describing it, or even researching it? It just is. In this chapter, I discuss this tension and provide examples of work that gives creativity a voice in Music Teacher Education.