| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 375840 | Thinking Skills and Creativity | 2006 | 5 Pages |
In so far as education has acknowledged creativity at all, it has commonly focused on ‘allowing’ rather than ‘developing’ creativity, on arts-based ‘experession’ rather than broader or deeper kinds of creativity; and on the role of techniques rather than dispositions. This paper seeks to redress the balance by arguing for a range of candidate ‘habits of mind’ that are conducive to general-purpose creativity, and focusing on some of the aspects of classroom culture that seem to be conducive to the development of these habits of mind. Two practical examples from action research projects carried out over the last four years in Cardiff are used to illustrate the potential of this approach. It is suggested that this kind of ‘gentle persuasion’ may well have greater long-term value than the kind of bolt-on reative binges that are sometimes found in primary schools.
