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"The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers, and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, "Basic Concepts," is designed to introduce readers to both the history of and key concepts in the field of creativity. The next section, "Diverse Perspectives of Creativity," contains chapters on the many ways of approaching creativity. Several of these approaches, such as the functional, evolutionary, and neuroscientific approaches, have been invented or greatly reconceptualized in the last decade. The third section, "Contemporary Debates," highlights ongoing topics that still inspire discussion. Finally, the editors summarize and discuss important concepts from the book and look to what lies ahead"--Provided by publisher.
Creativity 101, describes the history of how people began to study creativity and discusses different definitions. It explores the "Four P's" (person, process, product, and press).
Are creative people more likely to be mentally ill? This basic question has been debated for thousands of years, with the 'mad genius' concept advanced by such luminaries as Aristotle. There are many studies that argue the answer is 'yes', and several prominent scholars who argue strongly for a connection. There are also those who argue equally strongly that the core studies and scholarship underlying the mad genius myth are fundamentally flawed. This book re-examines the common view that a high level of individual creativity often correlates with a heightened risk of mental illness. It reverses conventional wisdom that links creativity with mental illness, arguing that the two traits are not associated. With contributions from some of the most exciting voices in the fields of psychology, neuroscience, physics, psychiatry, and management, this is a dynamic and cutting-edge volume that will inspire new ideas and studies on this fascinating topic.
This volume offers a comprehensive overview of the latest neuroscientific approaches to the scientific study of creativity. In chapters that progress logically from neurobiological fundamentals to systems neuroscience and neuroimaging, leading scholars describe the latest theoretical, genetic, structural, clinical, functional, and applied research on the neural bases of creativity. The treatment is both broad and in depth, offering a range of neuroscientific perspectives with detailed coverage by experts in each area. Following opening chapters that offer theoretical context, the contributors discuss such issues as the heritability of creativity; creativity in patients with brain damage, neurodegenerative conditions, and mental illness; clinical interventions and the relationship between psychopathology and creativity; neuroimaging studies of intelligence and creativity; neuroscientific basis of creativity-enhancing methodologies; and the information-processing challenges of viewing visual art. ContributorsBaptiste Barbot, Mathias Benedek, David Q. Beversdorf, Aaron P. Blaisdell, Margaret A. Boden, Dorret I. Boomsma, Adam S. Bristol, Shelley Carson, M. H. M. de Moor, Andreas Fink, Liane Gabora, Dennis Garlick, Elena L. Grigorenko, Richard J. Haier, Rex E. Jung, James C. Kaufman, Helmut Leder, Kenneth J. Leising, Bruce L. Miller, Apara Ranjan, M. P. Roeling, W. David Stahlman, Mei Tan, Pablo P. L. Tinio, Oshin Vartanian, Indre V. Viskontas, Dahlia W. Zaidel
Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists to generate practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators' practice, rather than being construed as yet another demand placed on their overflowing plate of responsibilities.
The Psychology of Creative Writing takes a scholarly, psychological look at multiple aspects of creative writing, including the creative writer as a person, the text itself, the creative process, the writer's development, the link between creative writing and mental illness, the personality traits of comedy and screen writers, and how to teach creative writing. This book will appeal to psychologists interested in creativity, writers who want to understand more about the magic behind their talents, and educated laypeople who enjoy reading, writing, or both. From scholars to bloggers to artists, The Psychology of Creative Writing has something for everyone.
Creative teaching as well as teaching creativity are cutting edge issues in psychology today as recent academic and popular media coverage has shown. This volume expands on that interest with chapter authors drawn from interdisciplinary areas. It includes examples of creatively teaching across the education system, including preschool, K-12, undergraduate, and graduate level education. The variety of subjects covered by the chapters include psychology,math, science, and reading. In addition to creative teaching which may lead to enhanced learning and achievement in students, as well enhanced creativity,another focus is teaching with the objective to enhance creativity.
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