Preface
Contents
Notes on Contributors
List of Figures
List of Tables
1 Introduction: Creativity and Learning as Sociocultural and Intertwined Phenomena
Sociocultural Perspective for Creativity and Learning
Creativity and Learning as Intertwined Phenomena
Focus, Purpose, and Contents of the Book
The Main Conclusions of This Book
Change and Uncertainty as Bases for Creativity and Learning
Agency and Autonomy (as Sources of Creative Interactions) Leading to Creativity and Learning
Cultures, Shared Goals, and Different Methods of Building, Supporting, and Facilitating Creative Learning Communities
References
2 Uncertainty: A Necessary Condition for Creative Learning
Introduction
The Role of Uncertainty in Creative Learning
Intra and Interpsychological Processes of Creative Learning
Agentic and Socio-Cultural Perspective
Secondary Phase of Creative Learning
Uncertainty in Educational Practices Supportive of Creative Learning
Encountered Uncertainty
Planned Uncertainty
Implications for Theory, Research, and Practice
References
3 Time to Think: Lessons about Purpose and Agency from Case Studies
Introduction
Gruber’s Emerging Point of View
Network of Enterprise
From Historical Materialism to Gestalt Holism
Piaget and Systemic Development
The Cognitive Revolution
The Darwin Case
Experimental Epistemology
Social Activism
Evolving Systems
The Individual as Evolving System
Method
Studying the Organization of Work
Generalizability of Findings
Generalized Questions
Legacy: Distributed and Participatory Creativity
Educational Implications
Long-Term and Holistic Perspectives on Learning
Individuality in Complex Distributed Systems
Case Studies
Conclusion
References
4 Developing Intelligence and Creativity in Education: Insights from the Space–Time Continuum
Introduction
Education in the Industrial and Information Societies
On the Relationship Between Intelligence and Creativity
Creativity in Education: A Conundrum
Applying the Space–Time Continuum to Education
Mapping Pedagogies on the Space–Time Continuum
Conclusion: Balancing Pedagogies in the Space–Time Continuum
References
5 Cultivating Creativity in Computing Education: A Missed Opportunity?
Introduction
Background
The Subject “Technology Comprehension” in Denmark
Creativity in Education
Method
Analysis
Creativity in Students’ Cognitive Skills, the Design Process, and in the New Digital Solution
Creativity as a Prerequisite for Learning and as a Learning Outcome in Itself
Creativity as a Monodisciplinary and Interdisciplinary Endeavor
Creativity as an Individual and Collective Phenomenon
Creativity as an Unleashed Potential in Technology and as a Design Solution
Discussion
Creativity Is Integral to the Danish Technology Comprehension Subject
Articulations of Creativity in the Technology Comprehension Subject Appear Contradictory and Inconsistent
Closing Remarks
References
6 Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning: A Vision and Practice of Everyday Creativity
Introduction
Framing and Operationalizing Creativities Theory-Into-Practice
An Ecological Framework for Diverse Creativities
“Everyday Creativity”: An International Collaborative Effort to Boost Schools’ Creative Resources with Finnish Models of Education
Creative Ecological Dimensions of the Finnish National Core Curriculum (2014)
Developing a Research-Based Blended Course in Multi-stakeholder Co-creation
Course Content, Structure, and Organization
Approaches to an Ecology of Diverse Creativities: An Analysis of Teachers’ Accounts with the Renewal of Learning Environments in Focus
Discussion and Conclusion: “Everyday Creativity” in Teacher Professional Learning
References
7 Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory
Introduction
Distributed Creativity and Expansive Learning
Study
Research Setting
Data Collection
Data Analysis
Findings: Distributed Creativity and Expansive Learning in the Change Laboratory
Interaction Episode 1: Searching for the Shared Object of the Collective Activity
Interaction Episode 2: Envisioning a Dynamic Team Model for Pedagogical Collaboration
Interaction Episode 3: Inventing a Dynamic Model for Pedagogical Leadership
Discussion and Conclusion
References
8 Virtual Enterprise Simulation Game as an Environment for Collaborative Creativity and Learning
Introduction
RealGame as an Environment for Fostering Collaborative Learning and Creativity
Method
Collaborative Creativity and Learning in the Participants’ RealGame Experiences
Discussion
References
9 Mind the Gap: Creative Knowledge Processes Within Interdisciplinary Groups in Organizations and Higher Education
Introduction
How to Understand Creativity and Learning as Creative Knowledge Processes
From individual Creativity to Creativity as a Social Act
Polyphony as a Sociocultural Approach to Understanding Creative Knowledge Processes
A Study on Interdisciplinary Groups
Three Research Groups in Organizations
Results
Transferring the Results to Student Groups in Higher Education
The Importance of Openness, Respect, Psychological Safety, and Trust in the Groups
Concluding Remarks
References
10 Remaking and Transforming Cultural Practices: Exploring the Co-occurrence of Work, Learning, Innovation
Introduction
Promoting Innovations and Learning at Work
Explanatory Orientation
Investigating How Innovations Are Initiated, Enacted, Supported, and Rewarded in Workplaces
Initiating, Enacting, Supporting and Rewarding Innovations
Initiating Workplace Innovations
Enacting Workplace Innovations
Supporting Innovations in the Workplace
Rewards for Innovation
Work and Innovation: Discussion
Importance of Workers’ Engagement
Proximity to Managers and Workers
References
11 Supporting Creativity and Learning at Work: Practices and Structures from Growth Companies
Introduction
Creativity and Learning in Working Life
Practices and Structures Supporting Creativity and Learning—A Focus on HRM
Aims, Questions and Sub-studies of the HeRMo Project
Methodology and Data
Mixed Methods and Ethnographic Approaches
Data
Analysis
Summary of the Main Findings of the Sub-studies of the HeRMo Project
Four Main Conclusions from the HeRMo Project
Creativity and Learning Are Collective and Informal Phenomena at Work
A Variety of Structures and Practices Enable Creativity and Learning at Work
Equality and Employee Orientation in Structures and Practices Are Important
A Context-Specific Examination of Creativity, Learning and Supporting Practices Is Needed
Closing Thoughts
References
Correction to: Creativity and Learning
Correction to: S. Lemmetty et al. (eds.), Creativity and Learning, Palgrave Studies in Creativity and Culture, https://doi.org/10.1007/978-3-030-77066-2
Correction to: Creativity and Learning
Correction to: S. Lemmetty et al. (eds.), Creativity and Learning, Palgrave Studies in Creativity and Culture, https://doi.org/10.1007/978-3-030-77066-2
Correction to: Virtual Enterprise Simulation Game as an Environment for Collaborative Creativity and Learning
Correction to: Chapter 8 in: S. Lemmetty et al. (eds.), Creativity and Learning, Palgrave Studies in Creativity and Culture, https://doi.org/10.1007/978-3-030-77066-2_8
Index