Creativity and Educational issues. Todd Lubart Laboratoire Adaptations Travail Individu Université Paris Descartes

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1 1 Creativity and Educational issues Todd Lubart Laboratoire Adaptations Travail Individu Université Paris Descartes

2 Creativity: A 21st century competency 2010 IBM international study of CEOs (N=1541) Creativity is the top ability sought after for top management 2013 Adobe survey, 4000 grade teachers and parents, (USA, UK, Germany, Australia) 85 to 90% of parents, 65 to 87 % of teachers : «Creativity is essential for the future economy» OECD International study on educating creativity 2016 World Economic Forum - Creativity is one of the top three capacities for employability.

3 Creativity is a capacity to produce content that is both novel and valuable within its' context.

4 4 Introduction Creativity has been examined for many centuries, but has received increasing attention since Central topics : the creative person the creative process the creative environment

5 La personne créative : potentiel créatif

6 6 Cognition Conation Emotion Creative potential Environment Creative production (achievement & talent)

7 Cognition Selective encoding, comparison, combination Divergent thinking

8 Ingredients and Creative Process A two mode process Each mode associated with certain ingredients that facilitate it The modes and ingredients are deployed in specific ways for each domain and task

9 Divergent thinking??????

10 The Divergent-Exploratory Mode of thinking A set of internal factors are relevant: Cognition: Selective encoding, Flexibility, Knowledge, Personality: Perseverance, Openness, Non-conformity Motivation: Novelty-seeking Emotion: Positive emotion

11 Convergent thinking

12 The Convergent-Integrative Mode of thinking A set of internal factors are relevant: Cognition: Selective comparison(analogies, metaphors), selective combination (bisociation, janusian thinking, ), evaluation Personality: Perseverance, Nonconformity, risk taking, Ambiguity tolerance, Motivation: Need for Achievement, Need for Order Emotion: Negative emotion

13 13 Measurement of creative potential EpoC:Evaluation of Creative Potential Creative Profiler :

14 EPoC, a new battery to evaluate creative potential Developed from , based on basic research on children s development of creative thinking. 2011: Artistic-graphic and Literary-Verbal domains normed on a French population : Versions in English, Arabic, German, Turkish (and others under development : Slovenia, Poland, Portugual, China) : Extension to Social, Math, Science, Music Domains. 2015: OECD research use in 10 countries.

15 How does EPoC work? Have the child show what they can produce when they engage the creative process in a domain-specific, meaningful task. Solicit both divergent-exploratory and convergent-integrative thinking, the two main parts of the creative process. Solicit children s creative thinking on two separate occasions, with two distinct contents from the target domain.

16 Test Administration Individual 2 sessions of 20 min per domain assessed, several days apart Each session, DV and CV tasks Scoring = 10 minutes per domain assessed by Fluency + judges ratings

17 Examples of productions Divergentexploratory

18 Examples of productions Convergent - Integrative

19 30/07/16

21 Results - Creativity training study 7 6 EPoC score 5 pre post Control DE 30/07/16 Exp DE Control CI task and condition Exp CI

22 The Creative Profiler measures 5 measures of cognitive factors 5 measures of conative factors 2 cognitive, 2 personality tasks are contextualized criterion group is contextualized

23 23

24 14 12 Ability level 10 person A 8 task 1 6 task Analogical thinking 30/07/16 Divergent thinking Risk taking

25 The creative process

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27 27

28 28 Creative process model For artists

29 29 More creative artists Less creative artists

30 30 Process activity C+ C- Define problems Get documentation Consider constraints experiment Take a break associate evaluate

31 Creative environment

32 Pedagogical context (Besançon & Lubart, 2008) Participants : 256 children (135 boys, 121 girls) Classes : K 5th Pedagogy : Classical Freinet Montessori

33 Uses of a box, number of ideas Fluency 8 Montessori Freinet Classique GS CP CE1 CE2 CM1 Classes Institut Bull - groupe de CM2

34 34 Virtual workspaces (MUVE) Multi-User Virtual Environments (MUVEs) such as Second Life

35 35 Virtual workspaces (MUVE)

36 Task Produce new ideas to improve or transform transportation in your town (Paris, Aix) Scores : number of ideas, originality of ideas

39 Inventor avatars Non inventor avatars

40 Experimental room Virtual environment Real environment

41 Production d idées (gauche) et auto-évaluation de la créativité (droite) en fonction de la condition expérimentale.

42 Contact : Todd Lubart Université Paris Descartes todd.lubart@parisdescartes.fr Bibliographie : Lubart, T. I., Mouchiroud, C., Tordjman, S. & Zenasni, F.(2003). Psychologie de la créativité. Paris: Armand Colin.

43 Summary of the main points - Creativity: involves multiple psychological factors, and two processes - Evaluation: a new measurement technology, EpoC and Creative Profiler - Creative process can be traced and pedagogy can be developed Creative potential can be developed through the environment

44 Contact : Todd Lubart todd.lubart@parisdescartes.fr Lubart, T., Besançon, M. & Barbot, B. (2011). Evaluation of Potential for Creativity. Paris: Hogrefe

45 30/07/16

Has Creativity Research Become a Trivial Pursuit?

44 Vol. 2, Issue 1, 2015 Theories Research Applications Has Creativity Research Become a Trivial Pursuit? Todd Lubart Université Paris Descartes, France E-mail address: todd.lubart@parisdescartes.fr Xavier