Dancing on an empty shore: Symbolic immortality, meaning, and being creative as doomsday approaches

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-02-01 DOI:10.1016/j.lindif.2024.102607

James C. Kaufman

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引用次数: 0

Abstract

Why do we create? Most studies of creativity and motivation use the distinction between intrinsic and extrinsic motivation. Yet seeking meaning, often conceptualized as coherence, significance, and purpose, can be considered another type of motivation. People may create to achieve or maintain meaning; they may also be driven to leave behind a legacy to give them some type of symbolic immortality. In addition to creative works, such a legacy may be pursued through having children, spiritual or religious means, embracing nature, or moments of experiential transcendence. As a range of existential threats, from COVID-19 to climate change, cast doubt on the future of our species, how might younger and future generations shift their views on legacy and meaning – through acceptance and experiential appreciation, or through resistance and transformation? What are the best ways to continue to nurture creativity in the classroom with these shifts?

Educational relevance and implications statement

This paper synthesizes the research and theory on meaning in life, specifically the idea of symbolic immortality, motivation, and creativity. One emphasis in meaning literature is the idea of leaving a legacy behind; creative works are one such way (along with, for example, children). Post-Hiroshima, Lifton wondered if the idea of such a possible apocalyptic scenario might lead people to focus more on specific experiences, as opposed to accomplishments. Although research at the time did not support this idea, the modern world now has numerous existential threats and it is time to revisit this question – specifically, how might generational changes in views on symbolic immortality necessitate a shift in how we encourage students to want to be creative?

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我们为什么要创造？大多数关于创造力和动机的研究都将动机区分为内在动机和外在动机。然而，寻求意义（通常被概念化为连贯性、重要性和目的）可以被视为另一种类型的动机。人们创作的目的可能是为了实现或保持意义；他们也可能是为了留下遗产，使自己获得某种象征性的不朽。除了创作之外，人们还可以通过生儿育女、精神或宗教手段、拥抱自然或体验超越的时刻来追求这种遗产。从 COVID-19 到气候变化等一系列生存威胁使我们对人类的未来产生了怀疑，年轻一代和后代如何转变他们对遗产和意义的看法--是通过接受和体验欣赏，还是通过抵制和转变？在发生这些转变的情况下，在课堂上继续培养创造力的最佳方法是什么？教育相关性和意义声明本文综合了有关生命意义的研究和理论，特别是象征性不朽、动机和创造力的观点。意义文学的一个重点是留下遗产的思想；创造性作品就是这样一种方式（还有，例如，儿童）。在广岛事件之后，利夫顿想知道，这种可能出现的世界末日情景是否会让人们更加关注具体的经历，而不是成就。虽然当时的研究并不支持这一观点，但现代世界面临着无数的生存威胁，现在是时候重新审视这个问题了--具体来说，一代人对象征性永生的看法的变化会如何促使我们改变鼓励学生发挥创造力的方式？

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).