Societal Forces That ERODE Creativity

Autor/inn/en	Sternberg, Robert; Kaufman, James C.
Titel	Societal Forces That ERODE Creativity
Quelle	In: Teachers College Record, 120 (2018) 5Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Creativity; Social Influences; Barriers; Theory Practice Relationship; Social Attitudes; Educational Practices + Suchen Sie Ihr Suchwort? Kreativität; Sozialer Einfluss; Theorie-Praxis-Beziehung; Social attidude; Soziale Einstellung; Bildungspraxis
Abstract	Background/Context: Creativity is an indispensable force in intellectual, social, cultural, and economic development. Yet societal forces conspire to erode it. Educators have despaired for many years over how schools often fail to encourage creativity, but society as a whole is just as guilty. But how do schools and society fail to encourage, or actually even erode, creativity? This essay addresses this question. Purpose/Objective/Research Question/Focus of Study: The goal of our research was to specify the specific societal forces that erode creativity. We have labeled these forces ERODE: Education, Resources, Opportunities, Diffusion, and Exaggeration. The bottom line is that, although our society claims to want creativity, it most wants it when no one is negatively affected. Because creativity almost always negatively affects some people and groups, society tends to be much more supportive of creativity in theory than in practice. We show why. Research Design: Our research design is an analysis of the forces in society that erode creativity. We used historical analysis, media analysis, and analysis of educational practice to draw our conclusions. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01