Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research
2004/05/12 by Jonathan A. Plucker, Ronald A. Beghetto, Gayle T. Dow · 1,771 citations
Neuroscience · Psychology · #Cognition #Cognitive psychology #Construct (python library) #Creativity #Creativity in Education and Neuroscience #Creativity technique #Developmental psychology #Education, Achievement, and Giftedness #Educational psychology #Neuroscience, Education and Cognitive Function #Psychology #Social psychology
paper · doi:10.1207/s15326985ep3902_1
published in Educational Psychologist 39(2), 83-96 (Routledge)
openalex publication_date 2004/05/12 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/03
Abstract
The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in this area. The root cause of these stereotypes is the lack of adequate precision in the definition of creativity. The body of the article is devoted to specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology.
Citations
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