Search results - CEJSH

1

Analyzing Ambiguity in the Standard Definition of Creativity

100%

Colin T. R.

Avant

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2017

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issue 8

EN

The increasingly rich and diverse literature on creativity has its core in psychology, but spans the cognitive sciences from artificial intelligence to philosophy and borrows from the wider humanities. Perhaps because of this immense breadth, there remains considerable disagreement with respect to the identity of the object of research. How to define creativity? According to the “standard definition,” creativity consists of “effectiveness and originality.” This definition is (relatively) consensual and therefore appears to capture something common to academic concepts of creativity. I conduct a conceptual analysis of the definition; thereby, I isolate and describe two ambiguities. Firstly, the definition leaves open the choice of the context and norms against which to measure originality and effectiveness. Secondly, it does not discuss the possible role of a subjective judge. My goal is not to propose yet another model of creativity, but to clearly identify the possible meanings of the word creativity in academic research. The existence of different interpretations does not necessarily reflect a fundamental disagreement about reality, but rather a failure to achieve consensus on a shared technical language. Therefore, simply recognizing and acknowledging the competition between diverse interpretations can form the basis for successful communication and for a complementary division of labor; it could improve the viability of interdisciplinary collaborations and prevent unnecessary fragmentation of the field.

2

Tvorivosť ako motivačný prvok aktivity žiaka

100%

Akimjaková B.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2015

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issue 1

71-83

EN

Creativity in the life of human society always plays an important role and without it you cannot imagine the development of society. Many human activities lead to the production of new and useful ideas and solutions that are essential to human creativity. Without them you cannot imagine any scientific research. Creativity is the meaning of human life. The creative work is human self-fulfillment, happiness, meaning of life. It is a way of self-regulation, taking care of your health. It is a way of care, development and protection of the environment, the way of caring for their growth and the growth of others. Each of us has an ability to be creative.

3

Analyzing Ambiguity in the Standard Definition of Creativity

100%

Colin T. R.

Avant

|

2017

|

vol. 8

EN

The increasingly rich and diverse literature on creativity has its core in psychology, but spans the cognitive sciences from artificial intelligence to philosophy and borrows from the wider humanities. Perhaps because of this immense breadth, there remains considerable disagreement with respect to the identity of the object of research. How to define creativity? According to the “standard definition,” creativity consists of “effectiveness and originality.” This definition is (relatively) consensual and therefore appears to capture something common to academic concepts of creativity. I conduct a conceptual analysis of the definition; thereby, I isolate and describe two ambiguities. Firstly, the definition leaves open the choice of the context and norms against which to measure originality and effectiveness. Secondly, it does not discuss the possible role of a subjective judge. My goal is not to propose yet another model of creativity, but to clearly identify the possible meanings of the word creativity in academic research. The existence of different interpretations does not necessarily reflect a fundamental disagreement about reality, but rather a failure to achieve consensus on a shared technical language. Therefore, simply recognizing and acknowledging the competition between diverse interpretations can form the basis for successful communication and for a complementary division of labor; it could improve the viability of interdisciplinary collaborations and prevent unnecessary fragmentation of the field.

4

ТВОРЧІСТЬ ЯК СУЧАСНИЙ РЕСУРС САМОВДОСКОНАЛЕННЯ ПРОФЕСІОНАЛІЗМУ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ

80%

Чорноус В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

|

issue 5(39)

401-408

EN

The essence of the concept «creativity», ways and facilities of development of the future primary school teacher in his professional activity are examined in the article. The main approaches to study the concept of creativity are analyzed, that in scientific literature is considered as an ability of a person to create from present material of reality on the basis of cognition of conformities of objective world a new reality that answers various public and personal demands and has a progressive character. It is decided that the basis of self perfection is the phenomenon «creativity» as the main method of forming professionalism, mastery and realization of creative potential of the personality. Creativity is a major method of ascent of a person to individuality, realization of its creative potential. It is proved that a great role in development of creative potential belongs to the subject – the future teacher of primary school. The basic problems of preparation of the future primary school teacher are scientifically argued in the article. An important for pedagogical practice is a decision of problem of creative self perfection of a future specialist of primary school, research of structure, basic indexes and optimal terms of forming of important professional traits, enriching maintenance, forms and methods of professional preparation that provide its forming. It is concluded that the development of creativity is associated with structural and functional updating the activity, turning it into something new, more sophisticated, identified in the new results. The uniqueness of the role of the creative personality of the teacher is based on the fact that such teacher has the potential to generate creative personality of the pupil, to help him be creative, develop inclinations and abilities. The key of the development of the creativity of the future primary school teachers is the process of changing pedagogical activity, which is to update the target systems and procedures for solving problems of training and education of future specialists. Implementation of the above mentioned approach in the system of improvement of professional skills of the personality makes possible the development of the creative potential of professional consciousness, reflection and self-improvement that contribute to the formation of new thinking, perception and development of the creative potential of the future primary school teachers.

5

Human Creativity in the Context of Creativity of God in Gen 1–2

80%

Pikor W.

The Biblical Annals

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2022

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vol. 12

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issue 4

461-472

EN

In the biblical perspective, stories about the creation of the world in Gen 1–2 remain to be the basis to a discussion about human creativity. The premise of the text – creation of man “in the image of God” – makes us assume that, according to the Bible, creativity of man is to be the image of God’s creativity. Verification of this thesis goes from presenting history of interpretation of the biblical idea, namely creation of man “in the image of God,” then points to the need of analyzing the narrative of this phrase. Since the image of God presented in Gen 1 is not descriptive, the second part of the paper examines the way God reveals himself in this text through his creative action. The key to God’s creativity is his word of creation which he uses to differentiate created beings and establish relationships among them in order to build harmony in the newly founded world. The final part of the paper focuses on the analysis of verbs which in Gen 1–2 refer to human creativity; those verbs also point to their possible association with words as instruments for creating, organizing and arranging reality shaped by man. Following that comes the conclusion that God’s creativity is extended into creativity of man who was made “in the image of God.”

6

Education for Security as a Process of Eliciting and Developing Law Enforcers’ Personality

80%

Pieczywok A.

Internal Security

|

2018

|

vol. 10(1)

209-226

EN

Present times are filled with a great number of incidents of a different nature because the 21st century is a time of significant transformation and progress in various areas of human life. In connection with the growing number of social and public threats, the importance of education for security is increasing, which is of particular significance when developing proper attitudes and values and for gaining knowledge and skills in the field of counteracting different threats. It is one of the fundamental methods of providing security and managing difficult or conflict situations. Education in security is of special importance in the work of law enforcement officers. Its content may considerably help when counteracting threats, and on the other hand, it may make law enforcers realise their potential as well as features of their personality. This education does not only mean transferring knowledge or developing skills, but also stimulating creativity in the work of law enforcers who are responsible for public safety. In the author’s opinion, thanks to education in security it is possible to create numerous personality attributes for officers, especially those of the human psyche (thinking) and mind (the state of self-consciousness, rationalism, empiricism, values, norms, moral and ethical problems). The author thinks that all the education and upbringing processes are possible when predispositions develop, which in turn are originally of an inborn and genetic structures status. A personality model of a law enforcer derived from the bicultural theory of a human being ought to be the basis of education for security which calls for an original paradigm for educating and upbringing. In the new paradigm, the role of public safety officers increases significantly because of high intellectual, moral and ethical expectations.

7

Correlations Between Pro-Social State De-Individuation and Pro-Individual Trait Creativity Among Secondary School Students in Estonia

80%

Nemeržitski S.

Signum Temporis

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2009

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vol. 2

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issue 1

70-76

EN

Introduction. An attempt was made to study possible correlations between pro-individual trait (creativity) and pro-social state (de-individuation), among secondary school students in different schools in Tallinn (Estonia).Aim of the Study. To show that different aspects of pro-social behaviour can correlate with and affect pro-individual trait, as creative thinking, in secondary school students, i.e. the age of increased emotional vulnerability.Materials and Methods. In the present study, Torrance Test of Creative Thinking, and de-individuation scale, constructed especially for the current study, was used, the empricial study was carried out in a classroom-environment.Results. There is weak correlationn between creative thinking and de-individuation state.Conclusions. Further studies on the subject are needed to identify the nature of correlations between pro-social and pro-individual traits.

8

Najbliższe otoczenie w kreatywności werbalnej dziecka

80%

Adamowicz M. M.

Konteksty Pedagogiczne

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2013

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vol. 1

|

issue 4

EN

Because I represent interactional theory of creativity, and I want to explore and talk about creativity (in the full sense of the word) personality traits are taken into account, the creative process, the properties of creative work and lifestyle. When I take into account only one of the aspects I talk about subjective creativity. For these reasons, this text focuses on the verbal subjective creativity of students class I–III, which is an integral sphere of their lives. They create their own language, as soon as they hear what others say to him or her. In natural situations, verbal subjective creativity of the child can be seen in two ways: as a creative language learning and as its creative use. In the first case emphasizes that the child ran onto a language not just by imitation. In the process of learn-ing a language student creates it at the same time, so the overlap are two ways of acquiring it: creation and imitation. Mastering the language and using it in social situations and cognition are inseparable from creative activity. Language is a tool for a child with which the child communicates with the environment, material for artistic activity and object recognition. The more variety of situations requiring the usage of language encounters the child, the more you have the op-portunity to shape in the belief that language is a very variable, flexible „creation” which gives many opportunities to express the same content in a different way.

PL

Ponieważ reprezentuję interakcyjną teorię twórczości, to chcąc ba-dać twórczość i mówić o niej (w pełnym tego słowa znaczeniu), uwzględniam cechy osobowości, proces twórczy, właściwości dzieła twórczego oraz styl życia. Gdy zaś biorę pod uwagę tylko jeden z powyższych aspektów, mówię o kreatyw-ności. Z tych względów w tym tekście koncentruję się na kreatywności werbalnej uczniów klas I–III, która jest nierozłączną dziedziną ich życia. Oni tworzą swój język, w miarę jak słyszą, co do nich mówią inni. W naturalnych sytuacjach kreatywność werbalna dziecka rozpatrywać więc można dwojako: jako twórcze uczenie się języka oraz jako jego twórcze używanie. W pierwszym przypadku podkreśla się, iż dziecko nie opanowuje języka przez samo tylko naśladowanie. W procesie uczenia się języka uczeń tworzy go zarazem, a więc nakładają się tu dwa sposoby przyswajania go: kreacja i naśladownictwo. Opanowanie języka i używanie go w sytuacjach społecznych i poznawczych łączą się nierozerwalnie z aktywnością twórczą. Język jest dla dziecka narzędziem porozumiewania się z otoczeniem, tworzywem dla działalności artystycznej oraz obiektem pozna-nia. Im więcej różnorodnych sytuacji wymagających używania języka napotyka dziecko, tym więcej ma okazji do ukształtowania w sobie przekonania, iż język to „twór” bardzo zmienny, elastyczny, dający wiele możliwości wyrażania tej samej treści w odmienny sposób.

9

of Children’s Creativity and Polishness

80%

Osewska E.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2018

|

vol. 8

|

issue 1

PL

Poland has a long history, but unfortunately, this history is also full of battles for independence, to keep the Polish language and culture, and a struggle for Christian values. What was supporting these processes? According to many experts Polish literature has been one important factor. In this article, the role of Polish literature for children, especially poetry, in supporting their creativity and Polishness will be analysed. Subsequently the article will outline the history of Polish literature for children, the importance of patriotic and religious literature, especially during the Partition and Soviet time and the nature of children’s literature.

10

Teachers as Researchers: Bringing Teachers' Voice to the Educational Landscape

80%

Iliško D., Ignatjeva S., Mičule I.

Journal of Teacher Education for Sustainability

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2010

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vol. 12

|

issue 1

51-65

EN

There are a number of studies addressing the possible benefits of teachers being engaged in research, but there is little research that explores what teachers themselves think about their role as researchers and how they evaluate themselves as researchers. The aim of this study is to present a small scale investigation into teachersí self-perception of doing research in mainstream schools. By doing research, teachers express their voice; teachers' voice is an expression of their frames of reference. This is also a way of making their perspective public. In Latvia, teachers do not have an active voice in the educational theory and research. This research indicates that research initiated by teachers provides a framework for strengthening teachers' voice. The research data present an analysis of teachers' self-evaluation of their research competency, ability to organize their own research activity and that of their children. The study highlights the factors that determine teachers' willingness to engage in doing research, as well as their expertise to organize and motivate children's research. The data from group interviews and questionnaires show a genuine degree of agreement on a number of main issues, such as teachers' motivation in doing research, their expertise to motivate children in doing their research, as well as teachers' openness to creative and imaginative insights brought about by the primary school children in their research projects. This study highlights several significant correlations between teachers' ability to carry out their own research and their ability to engage children in a meaningful research.

11

After Ontotheology: Reciprocal, Caring, Creative, and Right Relationships

80%

Garrison J.

Human Affairs

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2009

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vol. 19

|

issue 1

36-43

EN

With the end of ontotheology we may realize, as Dewey did, that what sustains us is our caring relationships with physical nature, biological life, and other persons. My paper argues that relationships are ontologically basic and caring relations are morally basic. Right relationship binds us to the world and holds us together. We live by the grace of others. I conclude that after ontotheology, we must seek to form reciprocal, caring, and creative relationships.

12

Społeczne determinanty rozwoju twórczej wyobraźni w ujęciu kulturowo-historycznym – wybrane aspekty

80%

Gąsiorek P.

Studia Edukacyjne

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2021

|

issue 62

121-136

EN

In this article, I analyze the social determinants of the development of creative imagination. Due to its importance, this phenomenon is one of the main areas of research in pedagogy and psychology, which, however, despite numerous analyzes, has not been sufficiently explained. One interpretation of the understanding of imagination as a social mental activity is outlined here. This approach is presented mainly in the works of L.S. Vygotski and his students. Their analyses go beyond the mechanical understanding of the imagination and the dualistic division of the imagined and real worlds. The cultural-historical theory of the development of creative imagination describes it as an internalized system of social relations. The development of this form of imagination, according to Vygotsky, is the main goal of human development. The most effective way to achieve it is education, which “nurtures” in the child all manifestations of a socially creative imagination.

13

KREATYWNOŚĆ, JEJ UWARUNKOWANIA I MOŻLIWOŚCI USPRAWNIANIA. PERSPEKTYWA JEDNOSTKI I SYSTEMOWA

80%

Bartkowiak G., Krugiełka A.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2017

|

issue 3

5-30

EN

The issue of creativity in relation to innovativeness and entrepreneurship became the subject of the analysis of this study. The following contents are included in the study: • Analysis of the concept of creativity in the context of innovation and entrepreneurship, regarding to the understanding which exists among the authors of numerous controversies. • Determinants and limitations of individual creativity. • Cultural barriers to making creative activity. • Barriers to creativity relating to the education system. • The possibility of breaking down barriers in the educational environment.

14

Lexicogrammatical Features in Japanese English: A Study of Five Speakers

80%

Yamaguchi T., University of Malaya K. L., tyamag@um.edu.my

Research in Language

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2018

|

vol. 16

|

issue 3

EN

Japanese English (JE) refers to the English spoken by Japanese citizens. This paper characterizes JE by examining its lexicogrammatical features produced by five speakers participating in experimental recordings. Drawing on the initiatives taken by Cogo and Dewey’s seminal work (2012), this study presents nine lexicogrammatical features which are taken to be typical of JE. It is shown that one decisive factor in creating a new variant is the formation of an alternative form to its native counterpart and this mechanism is sourced from the speaker’s multiple knowledge about two languages.

15

Rethinking folklore as economical pattern: Overview of sustainable, creative and popular strategies in Italian domestic life

80%

Giancristofaro L.

Human Affairs

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2015

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vol. 25

|

issue 2

173-188

EN

The way in which folklorists study their “scientific subject”, that is the creativity and the rich ways people attach meanings to their existence, has often been considered to be static and decontextualized. An interest in popular culture for propaganda purposes is associated with past regimes. Therefore, the notion of “folklore” still carries contradictory meanings and connotations. The author starts from a debate prompted in Italy by Alberto M. Cirese: in recent decades, Italian “native” ethnology has focused on endangered village traditions rather than opening itself up to new instances of cultural change. The main risk was misrepresenting the methodology proposed by Antonio Gramsci in 1929. Today Italian research into folklore places the subject of “folklore” in its broadest context, investigating developments in society associated with the shift from a peasant to an industrial society, and embarking on additional research domains through transnational cultures. This research draws on the growing interest in cultural heritage in the public sphere, and, simultaneously, draws on recent advances in the study of uses of culture and memory. The paper studies two aspects of daily life: pure yarn handmade clothes and ornaments, and long-life tomato sauce. The study concludes that contemporary everyday folklore takes on many free and unofficial forms that call for a renewed approach. To evaluate the multiplicity of folklore meanings and their capacity to integrate interactions between the traditional and the contemporary in specific contexts, the author explores the practicality of a new idea of folklore as sustainable, popular, domestic creativity using material and immaterial goods. This idea implies a rethink of the concept of heritage and of the complexity of its increasingly official, bombastic and rhetorical manifestations

16

Perception of Creativity in International Franchising Business Concepts - Comparison Analysis Between Franchisees and Franchisors

80%

Machackova V.

Creative and Knowledge Society

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2012

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vol. 2

|

issue 1

60-81

EN

This paper deals with the topic of creativity and perceived freedom of creativity in international franchising business concepts. It analyses various areas of daily business operations and the franchising business concept as a whole. Its focus is aimed at comparing the perception of level of freedom given in these areas to franchisees by the franchisors and its objective is to find out where these perceptions differ between franchisees one side and franchisors on the other. The model of franchising is not described and the article assumes that the reader is familiar with this business model. The purpose of this article is to analyse and present the situation of creativity in the sector of international franchise businesses. As international franchising is in the focus of this article, topics such as cross-cultural environment in franchising models and creativity across cultures are covered. The method used to collect the data for further analysis is running an empirical research among two populations - franchisees and franchisors from several franchising business concepts active in international environment. Representatives from the two populations were asked to evaluate the level of freedom of creativity given or applied in their franchising business concepts. Respondents were answering an online survey, assessing ten different areas in daily business on a scale from one to five, ranging from no creativity allowed and strict governance by rules defined in the franchise concept to high level of creativity and freedom. Findings from both side of the franchise business partnerships, franchisees and franchisors, are presented including the test of homogeneity of proportions. Therefore some implications exist for further discussions and research, if franchising at all is, in its essence, a method of business concept, which enhances and facilitates creativity, or if creativity is perceived as a danger to franchise system that would harm its global unified approach which is the key principle of the franchis unified brand and concept strategy.

17

Mother Tongue Textbooks and the Possibilities of Creativity Development through Their Use in Mother Tongue Lessons in Early Primary School

80%

Kaltigina M.

Ad verba liberorum

|

2009

|

vol. 1

|

issue 1

80-85

EN

Introduction Creativity as one of the most desired contemporary human qualities is closely related to self-expression, but self-expression to self-assessment, self-esteem, and further to self-actualisation. Therefore the early primary school stage becomes especially crucial which involves the development of creative abilities as one of the most fundamental tasks. The article focuses on the early primary text-books in the mother tongue (Latvian, Lithuanian, Estonian, Polish, Ukrainian, Russian) in order to clarify to what extent and exactly what kind of creativity promoting tasks the authors include in them.Aim of the study The aim is to analyse the mother tongue early primary school text-books of various nationalities in order to establish the number and type of the tasks promoting children's creativity.Materials and methods Analysis of theoretical literature and the tasks provided by the text-books, a survey of children.Results Mother tongue early primary school text-books, including Latvian, Lithuanian, Estonian, Polish, Ukrainian and Russian by various authors, were analysed for in accordance with their rating for tasks which foster creativity. The pupils were surveyed about the assigned tasks, and the attitudes of different authors for opportunities of fostering creativity in mother tongue lessons were assessed.Conclusions In the early primary school stage it is significant to foster children's creativity during mother tongue lessons as such tasks in opposition to boring and monotonous) are fulfilled with greater enthusiasm and pleasure, so they foster self-assessment, development of positive relationships, and faster achievement of teaching/ learning aims.Some tasks fostering children's creativity are included in mother tongue early primary school text-books of different nationalities. Nevertheless we have to conclude that some authors pay more attention to them than others. Consequently, text-books do not fulfil their function as an idea bank for the teacher, and the teachers have to make great effort to develop creative, exciting and joyful educational experiences.

18

InMI and its potential originality – musical creativity in composers’ minds

80%

Copeland N. E.

Interdisciplinary Studies in Musicology

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2019

|

issue 19

41-52

EN

The current article explores the potential innovativeness of Involuntary Musical Imagery and presents the current state of InMI researches. There is a lack of precise definition of the term, as well as related terms (such as earworm or musical imagery). InMI is often equated to earworms which does not do justice to its creative potential. Several authors suggest that InMI can be a source of new melodies useful for composers in their composition process. The article proposes that InMI can consist of new melodies and appear as a single event. Composers use their working memory and musical abilities to volitionaly loop the tune in their head, then transcribe it into external realm (notation, recording). Composers can later use it in their creative process. The use of InMI in composing is a matter of individual differences between composers.

19

Participative Art Marketing Communication and Creativity of User-generated Content

80%

Fichnová K., Spálová L.

Central European Journal of Communication

|

2023

|

vol. 16

|

issue 1(33)

117-132

EN

This paper deals with participatory communication in the field of the promotion of cultural institutions. Creativity is an important factor in the success and effectiveness of marketing communication. This phenomenon has not yet been explored in relation to the creativity of user-generated content. This research addresses the question of whether creativity is a significant factor in the success of UGC (user generated content). Analysis of the outputs generated by the recipients of the communication issued by the Getty Museum in Los Angeles – and their interpretation of the works of art available to the museum. We used a modified method of evaluating creativity developed by Smith et. al. (2007). We used correlation analysis to analyze our data. The findings show that creativity is an important factor in the design of the communication strategy rather than in the success of specific UGC products.

20

Modelling Materials on the Primary School as the Element for an Improvement of Fine Motor Skills and a Support of Creativity

80%

SIMBARTL P.

Edukacja-Technika-Informatyka

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2017

|

vol. 8

|

issue 3

82-86

EN

A work with the modelling material is incorporated in the framework education programme even for the nursery school and also for primary schools. The modelling material is incorporated there for the purpose of the output (managing the hand and eye coordination, managing the fine motor skills). The character of the material, incorporation of a working process, aids and tools for modelling is important in the primary school. Thanks to the characters of the modelling masses (material, variety of colours/colouring) are all these outputs fully supported. We deal with different types of modelling doughs and with their possibilities of the use in primary schools and with creativity testing of children.

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