The development of a conceptual framework for embedding creativity in schools

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2025-05-25 DOI:10.1016/j.tsc.2025.101874

Bill Lucas

{"title":"The development of a conceptual framework for embedding creativity in schools","authors":"Bill Lucas","doi":"10.1016/j.tsc.2025.101874","DOIUrl":null,"url":null,"abstract":"<div><div>Creativity and creative thinking are increasingly being cultivated in schools across the world. But while there is a growing evidence base with regard to, for example, curriculum, culture and pedagogy, our understanding of the leadership of creativity is still in its infancy. The lack of research in this area arises from a number of factors including the relative novelty of the field, the continued existence of unhelpful myths about creativity, the lack of consensus about school-based models of creativity and the complexity of evaluating interventions which have many different components and are almost impossible to compare because of their differences.</div><div>Drawing on two decades of collaboration with schools and system leaders in Australia and England, this paper presents a conceptual framework for school leaders wishing to embed creativity. 12 dimensions of progress are described, each illustrated with a combination of evidence and practices. Two overarching concepts are suggested as the byproducts of any serious attempt to prioritise creativity in schools - a rethinking of the purpose of school and a re-examining of the role of learners.</div><div>The draft framework is offered as a stimulus to all policy makers, researchers and practitioners in this emerging field.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101874"},"PeriodicalIF":3.7000,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Thinking Skills and Creativity","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1871187125001233","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

Creativity and creative thinking are increasingly being cultivated in schools across the world. But while there is a growing evidence base with regard to, for example, curriculum, culture and pedagogy, our understanding of the leadership of creativity is still in its infancy. The lack of research in this area arises from a number of factors including the relative novelty of the field, the continued existence of unhelpful myths about creativity, the lack of consensus about school-based models of creativity and the complexity of evaluating interventions which have many different components and are almost impossible to compare because of their differences.

Drawing on two decades of collaboration with schools and system leaders in Australia and England, this paper presents a conceptual framework for school leaders wishing to embed creativity. 12 dimensions of progress are described, each illustrated with a combination of evidence and practices. Two overarching concepts are suggested as the byproducts of any serious attempt to prioritise creativity in schools - a rethinking of the purpose of school and a re-examining of the role of learners.

The draft framework is offered as a stimulus to all policy makers, researchers and practitioners in this emerging field.

查看原文本刊更多论文

在学校中嵌入创造力的概念框架的发展

世界各地的学校越来越多地培养创造力和创造性思维。但是，尽管在课程、文化和教学法等方面有越来越多的证据基础，但我们对创造力领导力的理解仍处于起步阶段。这一领域缺乏研究源于许多因素，包括该领域的相对新颖性，关于创造力的无益神话的持续存在，对基于学校的创造力模型缺乏共识，以及评估干预措施的复杂性，这些干预措施有许多不同的组成部分，由于它们的差异几乎不可能进行比较。根据与澳大利亚和英国的学校和系统领导者二十年的合作，本文为希望嵌入创造力的学校领导者提供了一个概念性框架。描述了进步的12个方面，每个方面都结合了证据和实践加以说明。有两个重要的概念被认为是任何在学校中优先考虑创造力的严肃尝试的副产品——重新思考学校的目的和重新审视学习者的角色。框架草案是作为对这一新兴领域的所有决策者、研究人员和实践者的一种激励而提出的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.