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Abstract
Creativity has been defined in many different ways by different authors. This article explores these different definitions of creativity; the relationship between creativity and intelligence, and those factors which affect creativity, such as convergent and divergent thinking. In addition, the article explores the importance of computer technology for testing ideas and the importance of reflective thinking and the evaluation of thoughts. It concludes with a synthesis of the basic attributes of highly creative students and present some ideas of what scholars have said about strategies we can use to enhance creativity in students. Although originality and creative imagination are private, guidance and training can substantially increase the learner’s output.
Creativity has been defined in many different ways by different authors. This article explores these different definitions of creativity; the relationship between creativity and intelligence, and those factors which affect creativity, such as convergent and divergent thinking. In addition, the article explores the importance of computer technology for testing ideas and the importance of reflective thinking and the evaluation of thoughts. It concludes with a synthesis of the basic attributes of highly creative students and present some ideas of what scholars have said about strategies we can use to enhance creativity in students. Although originality and creative imagination are private, guidance and training can substantially increase the learner’s output.
David Bohm’s opening words in his book On Creativity were “Creativity is, in my view, something that is impossible to define in words” (Bohm, 1998, p. 1). Reid and Petocz (2004) mention that creativity is viewed in different ways in different disciplines: in education it is called “innovation”; in business “entrepreneurship”; in mathematics it is sometimes equated with “problem-solving”, and in music it is “performance or composition”. A creative product in different domains is measured against the norms of that domain, its own rules, approaches and conceptions of creativity (Reid & Petocz, 2004, p.45). The World Conference on Higher Education proclaimed creativity as “an innovative educational approach” in Article 9 of their statement of Missions and Functions in Higher Education (Reid & Petocz, 2004, p. 51).
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