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Flourishing creativity: education in an age of wonder
Oon Seng Tan 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.2
The twenty-first century is often described as an age of uncertainty and ambiguity with unprecedented challenges. Those with a creative mind-set however might call this millennium an age of wonder. New technologies and digital media are facilitating imagination and inventiveness. How are we innovating education? Are schools and classroom fostering creativity? This chapter will discuss the understanding of the cognitive functions of creativity and relate these to curriculum and pedagogy. It will deal with issues such as tapping on the powers of psychological habits and novelty, contextualizing learning, providing for serendipity, imagination, and play.
Examining the Psychological Attributes of Australian Tertiery Adaptors & Innovators
Jessie Ee, Tan Oon Seng,Ng Aik Kwang 대한사고개발학회 2007 The International Journal of Creativity & Problem Vol.17 No.1
Kirton (1976) described two types of student creators: the student adaptor and the student innovator. A review of the empirical literature suggests that these two types of creators differ in many ways. This study explores the psychological correlates of these two types of creators (adaptors and innovators) in the Australian culture. These psychological correlates include creative attributes, learning goals, risk orientation and personality traits. A total of 289 Australian undergraduates took part in this study by completing a self-report questionnaire, which consisted of the Kirton Adaption-Innovation Inventory (Kirton, 1976), NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report In-ventory (Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenerio & Risk Taking Attitude Scale developed by Ng. There were differences in the psychological attributes between the two creative styles. Implications for the findings for the classroom teacher will be discussed.
Jessie Ee,Tan Oon Seng 한국교육개발원 2008 KEDI Journal of Educational Policy Vol.5 No.1
The deep‐rooted cultures of the East and West are compared and discussed to highlight how they may influence thinking, and behavior. As Singapore attempts to shape educational policies and initiatives to keep abreast with current educational provisions, some of the tensions accounted for reflect the deep‐rooted cultures of the East. The outcome provokes a re‐thinking about cultural‐related issues of educational values and strategies for educational reform in Asian societies in this globalized age.
Styles of Creativity: Adaptors and Innovators in a Singapore Context
Jessie Ee,Tan Oon Seng,Ng Aik Kwang 서울대학교 교육연구소 2007 Asia Pacific Education Review Vol.8 No.3
Kirton (1976) described two creative styles, namely adaptors and innovators. Adaptors prefer to “do things better” whilst, innovators prefer to “do things differently”. This study explored the relationship between two creative styles (adaptor and innovator) and the Big Five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience) and how they subscribe to creativity, risks and goal orientations. A total of 206 Polytechnic students from Singapore completed a self-report questionnaire, which consisted of the Kirton Adaptation-Innovation Inventory (Kirton, 1976), NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report Inventory (Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenario, and Risk Taking Attitude Scale developed by Ng. It was found that adaptors were significantly more conscientious and subscribe to risk avoidance, ego approach and ego avoidance orientations than innovators, whilst, innovators were significantly more extraverted and open to experience and are likely to subscribe to creativity, risk taking and mastery goal orientations than adaptors. No significant differences were found between adaptors and innovators in agreeableness. The implications for the findings for the classroom teacher will also be discussed.