Dynamic Perspectives on Creativity: New Directions for Theory, Research, and Practice in Education (Creativity Theory and Action in Education, 4, Band 4) [Hardcover] Beghetto, Ronald A. and Corazza, Giovanni Emanuele

Beghetto, Ronald A.; Corazza, Giovanni Emanuele

ISBN 10: 3319991620 / ISBN 13: 9783319991627

Published by Springer, 2019

About this Item

Unread, with a mimimum of shelfwear. Immediately dispatched from Germany.

Seller Inventory # CE-2404C-HUND-11-1000XS

Bibliographic Details

• Title: Dynamic Perspectives on Creativity: New Directions for Theory, Research, and Practice in Education (Creativity Theory and Action in Education, 4, Band 4) [Hardcover] Beghetto, Ronald A. and Corazza, Giovanni Emanuele
• Publisher: Springer
• Publication Date: 2019
• Language: English
• ISBN 10: 3319991620
• ISBN 13: 9783319991627
• Binding: Hardcover
• Edition: 1. Auflage
• Condition: Very Good

About this title

Synopsis

This edited volume provides a venue for scholars whose work challenges the typical, static conceptions, and methods of studying creativity.  More specifically, the book will serve as an effort to introduce more dynamic definitions, conceptions, and approaches for studying creativity in the context of educational practice.  By doing so, it feeds the strong contemporary need for more dynamic conceptions of creativity in educational settings.  This is particularly important given the fast evolution of modern society and the widespread consensus that efforts to develop creative potential should be democratized -- extending well beyond the boundaries of the gifted subset and the walls of the classroom.  This work recognizes that more dynamic perspectives on creativity are necessary for understanding its complexity, value, and meaning in educational contexts.

From the Back Cover

This edited volume provides a venue for scholars whose work challenges the typical, static conceptions and methods of studying creativity.  More specifically, the book serves as an effort to introduce more dynamic definitions, conceptions, and approaches for studying creativity in the context of educational practice.  By doing so, it feeds the strong contemporary need for more dynamic conceptions of creativity in educational settings.  This is particularly important given the fast evolution of modern society and the widespread consensus that efforts to develop creative potential should be democratized -- extending well beyond the boundaries of the gifted subset and the walls of the classroom.  This work recognizes that more dynamic perspectives on creativity are necessary for understanding its complexity, value, and meaning in educational contexts.