A grammar of creative workplaces

Predictors of self-perceived levels of creative teaching behaviors among nursing school faculty in Taiwan: A preliminary study.

This thesis explores how women artists articulate their subjectivity through autobiographical writings such as memoirs, diaries, and romans à clef. It begins by acknowledging the difficulties many women artists experience in claiming or asserting their identity as artists. In traditional and masculinist ways of understanding art, creativity is assumed to involve an act of transcendence from material circumstances and everyday life. For many women artists such acts of transcendence are not possible. By writing about their own lives, women artists give themselves space to negotiate and confront myths and institutionalised values about art and to produce counter-institutional histories. In the thesis I investigate how three women artists, Dorothea Tanning, Leonora Carrington and Faith Ringgold, write about their lives and their art. I note how each of these artists place their art not only in studio spaces set aside from everyday life but also in domestic spaces saturated by everyday life. Indeed, they each offer vivid accounts of domestic spaces including rooms and furniture. My method of reading is to follow each of these artists through spaces, from room to room, into and outside of houses. Domestic spaces are also filled by intimate relationships; women artists, in writing about art also write about their roles within these relationships. I explore how women artists are called upon to perform certain roles that risk distancing them from their lives as artists. Whether they fulfil these roles or not, I argue that the rationale they provide for the roles they take up is how they assert their creative identities. By exploring how women artists write about art, this thesis demonstrates how art can be created given the restrictions of physical environments, social norms and gendered expectations. Throughout, the thesis engages with classic feminist critiques of domesticity and recent queer and feminist reflections on the subject. It demonstrates how creativity can come from the very struggle to make room.

Article highlights the contribution of human capital, which is currently important for every business entity. In order to be an effective organization, it must have a human capital with creative potential. Creativity largely influences work and personal life balance and language skills. Therefore, in the first part of this paper, I concentrate on possibilities of increasing creativity of human resources and discuss the notion of human capital and creativity. Currently, if a business entity wants to be competitive and efficient, it must posses creative human resources. What are the possibilities of increasing creativity? Due to the global economic crisis, businesses prefer to reduce the cost of education. This tendency seems to be a very week one, even a dangerous one! The paper deals with the effectiveness of creative thinking and with the use of part of existing global environmental undertaking. The paper investigates in particular the language skills of human resources. I have compared the Slovak and Chinese language, as when operating on a given language, except others, human being is familiar with cultural differences in that particular language and can think within this framework, which creates a new perspective on problem solving in general, with a particular use in the respective organization (firm). In this article, I discuss and analyze the knowledge of human resource management and human capital theory. I use mainly comparative method and relational content analysis. The contribution is processed on the basis of Human Capital report (21). The main scientific objective is to highlight the language skills of the human resource and its link to creative thinking. Important issue seems to be a balance between professional and personal life, which forms an important basis for the development of creativity and creative thinking. Within the language skills, a specific highlight is dedicated to chromatic adjectives (colors) that are currently used in these languages, but also the idioms and phrases that are not possible to translate into another language.

The low level of creative thinking skills is due to the absence of student worksheet which can be used to explore students' creative potential. This research aims to produce the Ecology concept student worksheet using mind map strategies to improve students' creative thinking skills. This study uses two stages of the Plomp development research model, namely the preliminary stage and the prototype stage, while the assessment phase is not carried out. The research subjects in the field test were 16 students of class X natural science 2 in SMA Negeri 12 Banjarmasin. Data collection uses performance instruments creative thinking skills. Descriptive quantitative data analysis. The results of the study show that: The developed student worksheet is effective. For the results of testing the effectiveness of class X natural science 2 data obtained for fluency indicators 71.56% (high), flexibility 77.43% (high), authenticity 75.50 (high), specifying 73.93% (high) and indicators assessing 82.81% (high). The conclusion is that the ecological concept student worksheet using the mind map strategy developed is effective for training students' creative thinking skills. Article visualizations:

The debate on linguistic creativity is very much influenced by the ideas of Noam Chomsky. In recent writings, he believes that the key element that characterizes creativity is a recursive computational procedure which is based in the brain of individuals. He also believes that there is another form of creativity that is expressed in the freedom of language use, whose outlines are mysterious. Thus, according to Chomsky, creativity is an individual matter and internal to the subject. This way of interpreting linguistic creativity poses some issues. According to the interpretation of Wittgenstein’s Philosophical Investigations pursued by the scientist Stuart Kauffman, creativity of language is expressed in language use that is social, collective and contingent. This article discusses why this second interpretation of linguistic creativity is preferable.

Creative thinking is currently acknowledged as an important educational outcome in many countries. In recognition of this, governments have called for comparable measures of students’ creative thinking skills by including creative thinking as a new component of the Organisation for Economic Co-operation and Development’s Programme for International Assessment (PISA). This chapter discusses how creative thinking has been defined and operationalized for a large-scale, comparative assessment in the PISA 2022 test cycle. It discusses the design and validation process of the assessment, as well as the tasks that were designed in four domains of application: creative writing, visual design, scientific problem-solving, and social problem-solving. The chapter describes how PISA addressed the competing goals of observing students’ work on open-ended creative challenges while achieving sufficient reliability and comparability of the scores across cultures. Finally, it explains the inferences that can be made from the data with respect to students’ creative potential and to creative pedagogy.

There are many problems that need to be resolved in this world, but many problems can not only simply solve by discipline but also need for creativity and problem-solving ability. Thus, creativity have been seen as the main objective of education in the East and the West countries. And creativity and problem-solving ability can also be said to be one of the most important ability in future society. With advances in technology, there are many supporting systems for creativity and problem-solving ability, and these systems could be divide into be divided into physical interface system and virtual interface system by user interface. However, there are some following problems with current physical interface system : The problem is that the activities provided by these systems are not the activities of the existing popular creative activities in current society, so it is more difficult that users immediately interest in these systems when they use. We must re-establish user’s interest in these system. The virtual interface system have the following problem: the user is facing the perfect computer world, therefore the user can’t faced the real-world problems. The purpose of this research is improving three problems caused by current supporting systems for problem-solving and creativity ability to develop a new learning environment. Thus, this environment have the following three characteristics: (1) interest (Habit): this learning environment is designed based on existing popular creative activities, so users do not need to re-cultivate their interest. (2) Construction (Construction): This learning environment provide users opportunity to create and solve problems through the process of building the world (3) The physical environment (Physics):This system provides with physical environment simulation, and through the simulation system could enables students to learn how to solve authentic problems.

The purpose of this exploration is to design a Student Worksheet (LKPD) that focuses on realistic mathematics on the topic of Function, with the aim of improving students' creativity potential, so that students can better understand and understand how to determine functions related to daily activities. This research method adopts the Research and Development (R&D) approach with the ADDIE model through five stages, namely analysis, design, development, implementation, and evaluation. The research subjects were 30 student respondents to be tested in large groups and 15 student respondents to be tested in small groups by implementing the 2024/2025 independent curriculum. Data collection in the study included questionnaires, tests, and documentation as well as expert assessment questionnaires to assess product validity, and student response questionnaires to assess the practicality of the products used and measure the accuracy of the effectiveness of the refined products. The validation process was carried out by media, material, and language experts. Product testing was carried out inviting student responses to the use of the product and the results of the evaluation of creative thinking skills which included indicators of initiation, fluency, originality, and elaboration. The results of the study showed that the products made had high validity, with an average percentage reaching 90% where all were included in the very accurate category, practicality was assessed as very good showing an average value of 100 from the student response questionnaire. Meanwhile, the results of the students' creative thinking ability test showed an average value of 100, which was included in the "Very Effective" classification. The conclusion of this study refers to the potential for students' creative thinking being in the creative category.

In the context of rapid social, technological, and educational transformation, the development of students’ creative thinking has become a central objective of modern education systems. Among the cognitive mechanisms underlying creativity, associative processes play a crucial role in enabling individuals to generate novel ideas, connect disparate concepts, and approach problems from multiple perspectives. This article examines the theoretical foundations and pedagogical significance of associative processes in students’ creative thinking. Through an analytical review of international and national scholarly literature, the article explores the nature of associative thinking, its relationship with creativity, and its function within innovative educational practices. The analysis highlights how associative processes facilitate divergent thinking, originality, and cognitive flexibility in learners. Furthermore, the article discusses pedagogical strategies and instructional approaches that support the development of associative thinking in educational settings. The findings underscore that fostering associative processes through interactive, problem-based, and learner-centered methodologies enhances students’ creative potential and contributes to the formation of independent, innovative thinkers. The article concludes that associative processes should be regarded as a foundational component of creative thinking and systematically integrated into contemporary teaching and learning practices.

Little work has been done in the development of creativity in older adults. The limited research seems to support the notion that older people are not as creative as younger people. The purpose of the study was to investigate whether or not creative behavior as measured by Torrance Tests of Creative Thinking can be increased in older adult women through a creative problem‐solving program. The major hypothesis under investigation was: The use of a specific problem‐solving program designed to increase certain creative thinking abilities will increase those abilities at a significant level in older adult women. Forty women volunteers, ranging in age from 60 to 82, participated in the six‐week program. Experimental subjects did not score significantly higher on the Torrance tests than the control subjects who had not participated in the program. However, information collected via the teacher's log and a questionnaire given to the subjects at the end of the class showed that the experience was unusually positi...

The purpose of this study was to identify certain strategies and conditions that should be used by teachers in kindergarten so as to foster creative thinking and creative behaviours to children. We used a quasi-experimental research design for 6 months in a public kindergarten in a suburban area of Greece, and we developed a creative music and movement programme. The programme was based on the 4Ps of MacKinnon (press, product, process and personality). The experimental group participated in the creative programme 2–3 times a week, while the control group participated in the unstructured free-play setting. A total of 16 interventions were applied of 45–60 min each. The intervention was conducted by an external teacher, specialised in music and movement education, who was also the observer of the intervention. Double evaluation was applied in both groups, before and after the intervention, and the results were compared based on MacKinnon's approach. The results of the study showed that following MacKinnon's approach during the design of an educational programme could foster children's creativity.

This article describes some methodological contributions by Michel de Certeau to the research in social sciences, focusing on his work “Invention of everyday life”. A creative behavior is possible for consumers, when appropriate methods allow the researcher to be close to his object, avoiding interpretations far from everyday reality. Key words: consumer society, creativity, social sciences methodology.

Creativity can and should be developed. Teaching creative thinking strategies to students is a long-term investment upon which they will be able to draw throughout their lives. Although an element of the arts, creative thinking and action occur in all areas of human endeavor, including the everyday lives of all people. In the classroom, barriers to teaching creatively may be present, but they can be overcome through the application of creative thinking. When teachers develop an understanding of creativity, model creative thinking and behaviors, and teach creatively, a classroom climate can be established that enhances the teaching and learning experience for students.

Purpose: Improving creativity is an increasingly important national goal in Taiwan for meeting the challenges of knowledge-based economies. In recent years, numerous competitions for encouraging creativity were funded by public and private sectors, and several government programs targeted the cultivation of innovative power. The interest in multilevel research has just begun in Taiwan. The objectives of this research are twofold. Researchers of organizational behavior and administrative school management have increasingly emphasized the importance of multilevel research. Furthermore, psychologists from various fields have recently highlighted the importance of creativity in educational settings. Recent studies have also indicated that factors other than intelligence such as personality traits (e.g., intrinsic motivation and subject knowledge) or teachers' traits such as creativity teaching are predictors of students' creativities. Studies regarding creativity have identified critical individual and contextual variables that contribute to creative performance. However, the psychological mechanisms through which these factors influence creative performance were not systematically investigated. In this study, the influences of intrinsic motivation and subject knowledge are individual-level variables, and creativity teaching is a group-level variable when examining the creativity of students. Thus, the purpose of this study is to analyze elementary school students' creativities using multilevel analysis. Methods: The sample used in the study consists of 333 teachers and 3330 students from 43 elementary schools in Taiwan. Hierarchical linear modeling (HLM) was used to test the moderating effect of creativity teaching for teachers because the individual level and teacher level are analyzed in this study. Findings: Findings showed that the intrinsic motivation, subject knowledge, and promotion of creative intentions directly affected the creativity of students. Conversely, the promotion of creative intentions had positive moderating effects on the relationship between intrinsic motivation and creativity. Furthermore, the promotion of creative intentions had negative moderating effects on the relationship between subject knowledge and creativity. Conclusions/Implications: The important relationship factors were the intrinsic motivation, subject knowledge, and the promotion of creative intentions. Furthermore, the promotion of creative intentions had different moderation roles. These findings have important implications for families, teachers, and especially for those immediately involved in nurturing the creativity of children such as parents and teachers. This study provides several discussions and suggestions based on these results.

In the study of lighting, as the construction of a physical test room is costly and time-consuming, researchers have been actively looking for alternative media to present physical environments. Virtual reality, photo and video are the most commonly used approaches in the lighting community, and they have all been used by researchers around the world. Most such studies have been conducted without discussing what gives the subjects a better sense of realism, presence, etc., and which type of media is closer to the ideal, the physical lighting environment. In this paper, we aim to select the optimal alternative media that can present physical lighting environments. We compare a human’s subjective feeling towards a physical lighting environment and three alternative reproduction technologies, namely, virtual reality reproduction, video reproduction and photographic reproduction. We also discuss the feasibility of using virtual reality in representing lighting environments. The selection of the most optimal media is based on the perceptual attributes of lighted space, and the findings are only related to these criteria. The main results of this study are the following: (a) The order of the overall presentation-ability of the media is physical space > virtual reality reproductions > video reproductions > photo reproductions. (b) In terms of subjective rating, virtual reality lighting environments are rated closest to the physical lighting environments, and the order of the approximate coefficient of the media is physical space (1) > VR reproductions (0.886) > video reproductions (0.752) > photo reproductions (0.679). (c) Virtual reality can present lighting attributes of open/close, diffuse/glaring, bright/dim and noisy/quiet consistent with the physical environment. (d) Human subjects are most satisfied with VR reproductions.