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Tradition and Innovation in Education


Edited By Airi Liimets, Marika Veisson, Pertti Kansanen and Edgar Krull

«Tradition and Innovation in Education» presents a number of articles that deal with topics as varied as outdoor education in Estonian kindergartens, student teacher lesson analysis skills, activities that bridge the theory-practice gap and the identity of academics in a changing university environment. In the light of PISA they also discuss how student awareness and the choice of different learning strategies explains the variation in reading proficiency. A user experience evaluation system is offered for pupils with profound intellectual and multiple disabilities, while living, learning and discovery learning is presented as an approach to violin studies for beginners. The volume takes a new look at creativity as being discussed too much and losing its meaning.
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The Construct of Creativity – Lost in Meanings?



Creativity is nowadays discussed too much, and this has caused the term to become quite vague. Due to its overuse in all possible contexts, creativity is losing its meaning. In this article, I attempt to discuss the problems and the confusion related to defining creativity as a phenomenon. The key questions in the article, based on my theoretical analysis are the following: 1) Is creativity primarily related to the process of the activity or its outcome? 2) To what extent is creativity related to individuality and to sociability? 3) Where is the boundary between (everyday) creativity with a small “c” and creativity with a big “C”? 4) Is creativity primarily a domain-specific or domain-general phenomenon? The discussion about creativity as a scientific problem is mainly based on the following authors: Joy Paul Guilford, Robert J. Sternberg, James Kaufman, Gregory J. Feist, Mihaly Csikszentmihalyi, Keith Sawyer, Dean Keith Simonton, Mark A. Runco and Garret J. Jaeger.

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