HAL (Le Centre pour la Communication Scientifique Directe), Aug 10, 2013
Studies on SMS and teenagers have exploded the last few years. Results show that there is a link ... more Studies on SMS and teenagers have exploded the last few years. Results show that there is a link between textisms (change in a word’s orthographic form compared to traditional writing) and students’ literacy skills (Journal of Computer Assisted Learning, 2011, 27 (1)). Only one study has investigated the link between cell phone use and creativity (Jackson et al., 2012). In the present study, the participants were 24 girls and boys (mean age 21 years, SD=1.44 years) enrolled into a psychology course at a French university. They were asked to write SMS on their phones (under real life scripts) and passed the EPoC battery (Evaluation of Potential of Creativity, Lubart et al., 2011). Our results focus on: (1) the density of textisms produced by the participants while writing SMS; (2) the level of divergent and integrative thinking (verbal and graphic domains) of the writers. We distinguished between two types of textisms: (a) consistent with the traditional written French code (lov for love) Vs. (b) breaking with the traditional code (gr8 for great) (Bernicot et al., 2012). The second ones are the most representative of SMS teenage language. Results show a negative and significant relationship between textisms breaking with the code and verbal creativity (r = -.53 and r = -.41, p<.05 for divergent and integrative thinking respectively). Moreover, students who produce less textisms breaking with the code have the greatest amount of verbal divergent thinking (t(22) = 2.13, p<.05) and graphical integrative thinking (t(22) = -2.47, p<.05). Results are interpreted in terms of declarative knowledge in long term memory.
HAL (Le Centre pour la Communication Scientifique Directe), May 18, 2016
Creativity is a crucial concept in modern societies which require new ideas to solve problems. Cr... more Creativity is a crucial concept in modern societies which require new ideas to solve problems. Creativity is defined as the capacity to realize a production which is new (or original) and adapted to the constraints of a situation or a domain of expression. At present, some standardized measures allow creative potential to be estimated by evaluating isolated cognitive (e.g. divergent thought) and conative aspects (e.g. creative personality) involved in the expression of this potential. The main purpose of the battery of Evaluation of the Creative Potential (EPoC) is to evaluate divergent exploratory thinking and convergent integrative thinking which are both involved in creativity, with the aim of diagnosis (e.g., high creative potential) and description of a creative profile in various domains (verbal, graphic). This profile can be used to direct the development of the creativity in an appropriate way. We will present the results of a new part of the EPoC battery, concerning the field of the social creativity. The sample consists of French elementary school children, and examines their performance in social creativity tasks. Social creativity differences comparing high potential children (HP, IQ>130) and non HP children will also be presented
It is increasingly acknowledged that creativity has become essential in daily life. Each individu... more It is increasingly acknowledged that creativity has become essential in daily life. Each individual has the potential to be creative and the level of creativity actualization results from different factors that can be cognitive, conative and environmental. In particular, educational methods may impact creativity directly or indirectly through motivation and well-being. We hypothesized that the type of pedagogy influences levels of creativity, motivation and wellbeing. Furthermore, we hypothesized that creativity was linked to motivation and well-being. This study was conducted on 131 French adolescents attending a Waldorf school (alternative educational method) or a traditional school. Our results highlight differences in well-being and type of motivation when comparing both educational methods. Moreover, our results showed significant correlations between the different types of motivation and creativity scores.
It is increasingly acknowledged that creative potentialinvolvespartly a generalized ability, part... more It is increasingly acknowledged that creative potentialinvolvespartly a generalized ability, partly a set of domain-specific abilities, and partly a set of task-specific abilities. We extend and illustrate this viewinastudy of482 children and adolescents,exploring the extent to which the scores variance ofthe Evaluation of Potential Creativity (EPoC)'seight subtests can be decomposedby five variance components: thinking-process general, thinking-process specific, domain-specific, task-specific, and measurement error. Astructural equation model derived from an extension of the multi-trait multi-method matrix analysisrevealed that (1) the contribution of each variance component depends greatly on the task under consideration,and that (2)the contribution of a general creative thinking-process factor isoverall limited. This study outlines the multidimensional and hierarchical structure of creative potential and the need to measure it with comprehensive test batteries sampling a range of creative tasks, domains and creative thinking-modes.
HAL (Le Centre pour la Communication Scientifique Directe), 2018
Creativity Under Duress in Education? introduces a new framework—creativity under duress in educa... more Creativity Under Duress in Education? introduces a new framework—creativity under duress in education. Leading creativity researchers and educational scholars discuss creative theory and practice from an educational lens that is provocative. Across international contexts, this book combines insights from creativity and educational research; rich illustrations from classrooms, schools, and other professional settings, and practical ideas and strategies for how anyone invested in education can support creative teaching and learning. Readers will encounter diverse perspectives from an international cast of authors exploring cutting-edge ideas for creativity and innovation as a foremost priority for economies in the new millennium. At the same time, they consider forces of authority, control, and constraint that impact creative education and innovation within educational systems, extending to the professions. Educators and those interested in the future of education are vitally important to this conversation around research-based and practical analyses of creativity in and beyond the classroom. Addressed are these major issues: (1) creativity frameworks of theory and action in education, (2) research investigations into creativity and education, and (3) applications of creativity theory in real-world practice. Dynamic, this book presents a bridge between draconian contexts of assessment and explosive creativity in diverse places. A key contribution of the volume is its validation and promotion of creativity and innovation for students, teachers, professors, leaders, employers, policymakers, and others seeking ways to profoundly improve learning and transform education. In tackling the seemingly irreconcilable issues of creativity and accountability in K–12 institutions, higher education, and policy circles, worldwide, this work offers a message that is both cautionary and inspiring.
HAL (Le Centre pour la Communication Scientifique Directe), Aug 10, 2013
Studies on the development of creativity have highlighted the impact on learning environments (Be... more Studies on the development of creativity have highlighted the impact on learning environments (Besancon & Lubart, 2008). In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. Moreover, we hypothesized that pedagogical approaches impact also global and school wellbeing (Diener, Emmons, Larsen, & Griffin, 1985; Huebner, 1994), interest (Schiefele, 2009), Intrinsic and extrinsic motivation (Deci & Ryan, 2002), self-efficacy (Bandura, 2003), feelings of relatedness (Richer & Vallerand) and flow (Csikszentmihalyi, 2000). This study focuses on children’s profiles concerning creativity, on different kinds of motivation and wellbeing according to their learning environments (traditional pedagogy with or without notes and alternative pedagogy – Steiner School). Children are schooled in Paris suburbs in first or second year of college. We used EPoC (Evaluation of Creative Potential, Lubart, Besancon & Barbot, 2011) to measure the creative potential and various questionnaires for motivation, wellbeing and interest
Creativity theory and action in education, Oct 1, 2016
Creativity is a 21st-century skill that is receiving increasing attention in schools.One of the k... more Creativity is a 21st-century skill that is receiving increasing attention in schools.One of the key issues that needs to be solved to facilitate the education of creativity is its’ measurement. There is however ongoing controversy on the measurement of creativity. This is an issue of debate concerning both children, adolescents’ and adults’ creativity. A growing scholarly literature, since the earliest attempts to measure creativity more than a century ago, has not yet resolved this issue. To mention just a few of questions that remain to be resolved, we can cite: 1. What is creativity? 2. Why measure it? 3. How can creativity be measured? 4. Who is the best judge of creative work? These questions will be examined in this chapter and a new tool for the evaluation of creative potential in educational settings will be described.
HAL (Le Centre pour la Communication Scientifique Directe), Aug 10, 2013
Creativity is a crucial concept in modern societies that require new ideas to solve problems. Cre... more Creativity is a crucial concept in modern societies that require new ideas to solve problems. Creativity is defined as the capacity to realize a production which is new (or original) and adapted to the constraints of a situation or a domain of expression. At present, some standardized measures allow creative potential to be estimated by evaluating isolated cognitive (e.g.divergent thought) and conative aspects (e.g., creative personality) involved in the expression of this potential. The main purpose of the battery of Evaluation of the Creative Potential (EPoC) is to evaluate divergent / exploratory thinking and convergent / integrative thinking which are both involved in creativity, with the aim of diagnosis (e.g. high creative potential) and description of a creative profile in various domains (verbal, graphic). This profile can be used to direct the development of the creativity in an appropriate way. We will present the results of a new part of the EPoC battery, tests proposed in the field of the social creativity. An initial study on a sample of French elementary school children examines links between the performance in social creativity tasks and those in the verbal and graphic domains
Revue Européenne de Psychologie Appliquée, Sep 1, 2019
Introduction-Text messages are particularly popular among young people. Studies have focused on t... more Introduction-Text messages are particularly popular among young people. Studies have focused on the links between writers' unconventional spelling and literacy skills. Creativity gives the possibility to cope with the numerous changes people have to face. Objective-The present research aimed to examine the relation between the creative potential of texters (text-message writers) and their use of textisms (a change in a word's orthographic form as compared to traditional writing). Method-Two corpora were compiled: one of 285 elicited text messages and one of 580 naturalistic text messages produced in daily-life situations by undergraduates (n = 29, 20-23 years of age). Two types of textisms were measured: those consistent with traditional written code and those breaking with traditional written code. Four scores of creative potential were considered: graphic divergent thinking, verbal divergent thinking, graphic integrative thinking and verbal integrative thinking. Results-The results showed negative correlations between the level of creativity and the density of textisms. Overall, texters who were creative in divergent thinking produced fewer textisms breaking with traditional written code. Conclusion-The results of our study are discussed with regard to the texters' flexibility and ability to adapt or appropriately address their interlocutor.
Numerous studies have examined the effects of gender diversity in groups on creative performance,... more Numerous studies have examined the effects of gender diversity in groups on creative performance, and no clear effect has been identified. Findings depend on situational cues making gender diversity more or less salient in groups. A large-scale study on two cohorts (N = 2,261) was conducted among business students to examine the impact of the gender diversity in small groups on divergent thinking in an idea-generation task performed by synchronous electronic brainstorming. Participants were automatically randomized in three- or four-member groups to generate ideas during 10 min on a gendered or neutral task. Then, five categories of groups where the proportion of men/women in groups varied from three/four men to three/four women were compared to examine creative performance on three divergent thinking measures (fluency, flexibility, and originality). A Multivariate Generalized Linear Mixed Model (mGLMM) showed greater fluency in all-women groups than in other groups (except mixed-ge...
This paper examines the concept of creative potential as it applies in science. First, conceptual... more This paper examines the concept of creative potential as it applies in science. First, conceptual issues concerning the definition of creative potential are explored, highlighting that creative potential is a moving target, and measures of creative potential are estimates of future behavior. Then three main ways to detect creative potential are examined. First, a person’s previous accomplishments in science can be analyzed. These accomplishments can be regarded as predictors of future creative performance. Second, science talent competitions can help to detect creative potential in children and adolescents. There are particular types of talent competitions differing from each other by the extent of focusing on individual (e.g., Science Fairs) or collaborative (e.g., Science Olympiads) work. Third, to measure an individual’s creative potential, psychometric tools such as Creative Scientific Ability Test (C-SAT), Test of Scientific Creativity Animations for Children (TOSCAC), and Eval...
This study examines the link between creative potential (EPoC in verbal domain), motivation (intr... more This study examines the link between creative potential (EPoC in verbal domain), motivation (intrinsic motivation, selfefficacy) and wellbeing of 150 students in high school. Four measures of creativity were used: two verbal divergent thinking tasks, and two verbal integrative tasks (EPoC, Lubart, Besancon & Barbot, 2011). Moreover, we hope that students give us after their “baccalaureate”, their choice and results (in June). Our hypotheses are that (1) there is a link between creativity and intrinsic motivation (Amabile & Gitomer, 1984); (2) there is a link between intrinsic motivation and wellbeing (Waterman, Schwartz, Conti, 2008) so (3), there is a link between creativity and wellbeing. Finally, we hypothesised that creativity relies on the subject’s choice during the baccalaureate (the more creative are the students, the more they choose the subject “invention”). Implications for the development of creativity in high school are discussed.
Creativity is considered a 21st century competency. Creativity is integrated in national curricul... more Creativity is considered a 21st century competency. Creativity is integrated in national curricula and in international texts. However, despite its recognition by educational authorities, such as Ministries of Education, creativity is not well implemented in classrooms. Indeed, even when educational practitioners admit that creativity is important for education, it does not mean they seek systematically to implement it in schools. This difficulty is one of the significant issues that creativity research encounters. In response, this chapter aims to provide a reflection, based on the current literature, about the place of creativity in school environments. Considering the past 50 years of research and reflection on creativity, several factors hindering or fostering creativity implementation in education and research are evoked regularly. Hence, we propose an overview of these factors, with the goal that practitioners and researchers take into account observed situations, relieve the current duress under which creativity finds itself, and in the future contribute to field research on creativity and ultimately the development of creativity in schools.
HAL (Le Centre pour la Communication Scientifique Directe), Aug 10, 2013
Studies on SMS and teenagers have exploded the last few years. Results show that there is a link ... more Studies on SMS and teenagers have exploded the last few years. Results show that there is a link between textisms (change in a word’s orthographic form compared to traditional writing) and students’ literacy skills (Journal of Computer Assisted Learning, 2011, 27 (1)). Only one study has investigated the link between cell phone use and creativity (Jackson et al., 2012). In the present study, the participants were 24 girls and boys (mean age 21 years, SD=1.44 years) enrolled into a psychology course at a French university. They were asked to write SMS on their phones (under real life scripts) and passed the EPoC battery (Evaluation of Potential of Creativity, Lubart et al., 2011). Our results focus on: (1) the density of textisms produced by the participants while writing SMS; (2) the level of divergent and integrative thinking (verbal and graphic domains) of the writers. We distinguished between two types of textisms: (a) consistent with the traditional written French code (lov for love) Vs. (b) breaking with the traditional code (gr8 for great) (Bernicot et al., 2012). The second ones are the most representative of SMS teenage language. Results show a negative and significant relationship between textisms breaking with the code and verbal creativity (r = -.53 and r = -.41, p<.05 for divergent and integrative thinking respectively). Moreover, students who produce less textisms breaking with the code have the greatest amount of verbal divergent thinking (t(22) = 2.13, p<.05) and graphical integrative thinking (t(22) = -2.47, p<.05). Results are interpreted in terms of declarative knowledge in long term memory.
HAL (Le Centre pour la Communication Scientifique Directe), May 18, 2016
Creativity is a crucial concept in modern societies which require new ideas to solve problems. Cr... more Creativity is a crucial concept in modern societies which require new ideas to solve problems. Creativity is defined as the capacity to realize a production which is new (or original) and adapted to the constraints of a situation or a domain of expression. At present, some standardized measures allow creative potential to be estimated by evaluating isolated cognitive (e.g. divergent thought) and conative aspects (e.g. creative personality) involved in the expression of this potential. The main purpose of the battery of Evaluation of the Creative Potential (EPoC) is to evaluate divergent exploratory thinking and convergent integrative thinking which are both involved in creativity, with the aim of diagnosis (e.g., high creative potential) and description of a creative profile in various domains (verbal, graphic). This profile can be used to direct the development of the creativity in an appropriate way. We will present the results of a new part of the EPoC battery, concerning the field of the social creativity. The sample consists of French elementary school children, and examines their performance in social creativity tasks. Social creativity differences comparing high potential children (HP, IQ>130) and non HP children will also be presented
It is increasingly acknowledged that creativity has become essential in daily life. Each individu... more It is increasingly acknowledged that creativity has become essential in daily life. Each individual has the potential to be creative and the level of creativity actualization results from different factors that can be cognitive, conative and environmental. In particular, educational methods may impact creativity directly or indirectly through motivation and well-being. We hypothesized that the type of pedagogy influences levels of creativity, motivation and wellbeing. Furthermore, we hypothesized that creativity was linked to motivation and well-being. This study was conducted on 131 French adolescents attending a Waldorf school (alternative educational method) or a traditional school. Our results highlight differences in well-being and type of motivation when comparing both educational methods. Moreover, our results showed significant correlations between the different types of motivation and creativity scores.
It is increasingly acknowledged that creative potentialinvolvespartly a generalized ability, part... more It is increasingly acknowledged that creative potentialinvolvespartly a generalized ability, partly a set of domain-specific abilities, and partly a set of task-specific abilities. We extend and illustrate this viewinastudy of482 children and adolescents,exploring the extent to which the scores variance ofthe Evaluation of Potential Creativity (EPoC)'seight subtests can be decomposedby five variance components: thinking-process general, thinking-process specific, domain-specific, task-specific, and measurement error. Astructural equation model derived from an extension of the multi-trait multi-method matrix analysisrevealed that (1) the contribution of each variance component depends greatly on the task under consideration,and that (2)the contribution of a general creative thinking-process factor isoverall limited. This study outlines the multidimensional and hierarchical structure of creative potential and the need to measure it with comprehensive test batteries sampling a range of creative tasks, domains and creative thinking-modes.
HAL (Le Centre pour la Communication Scientifique Directe), 2018
Creativity Under Duress in Education? introduces a new framework—creativity under duress in educa... more Creativity Under Duress in Education? introduces a new framework—creativity under duress in education. Leading creativity researchers and educational scholars discuss creative theory and practice from an educational lens that is provocative. Across international contexts, this book combines insights from creativity and educational research; rich illustrations from classrooms, schools, and other professional settings, and practical ideas and strategies for how anyone invested in education can support creative teaching and learning. Readers will encounter diverse perspectives from an international cast of authors exploring cutting-edge ideas for creativity and innovation as a foremost priority for economies in the new millennium. At the same time, they consider forces of authority, control, and constraint that impact creative education and innovation within educational systems, extending to the professions. Educators and those interested in the future of education are vitally important to this conversation around research-based and practical analyses of creativity in and beyond the classroom. Addressed are these major issues: (1) creativity frameworks of theory and action in education, (2) research investigations into creativity and education, and (3) applications of creativity theory in real-world practice. Dynamic, this book presents a bridge between draconian contexts of assessment and explosive creativity in diverse places. A key contribution of the volume is its validation and promotion of creativity and innovation for students, teachers, professors, leaders, employers, policymakers, and others seeking ways to profoundly improve learning and transform education. In tackling the seemingly irreconcilable issues of creativity and accountability in K–12 institutions, higher education, and policy circles, worldwide, this work offers a message that is both cautionary and inspiring.
HAL (Le Centre pour la Communication Scientifique Directe), Aug 10, 2013
Studies on the development of creativity have highlighted the impact on learning environments (Be... more Studies on the development of creativity have highlighted the impact on learning environments (Besancon & Lubart, 2008). In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. Moreover, we hypothesized that pedagogical approaches impact also global and school wellbeing (Diener, Emmons, Larsen, & Griffin, 1985; Huebner, 1994), interest (Schiefele, 2009), Intrinsic and extrinsic motivation (Deci & Ryan, 2002), self-efficacy (Bandura, 2003), feelings of relatedness (Richer & Vallerand) and flow (Csikszentmihalyi, 2000). This study focuses on children’s profiles concerning creativity, on different kinds of motivation and wellbeing according to their learning environments (traditional pedagogy with or without notes and alternative pedagogy – Steiner School). Children are schooled in Paris suburbs in first or second year of college. We used EPoC (Evaluation of Creative Potential, Lubart, Besancon & Barbot, 2011) to measure the creative potential and various questionnaires for motivation, wellbeing and interest
Creativity theory and action in education, Oct 1, 2016
Creativity is a 21st-century skill that is receiving increasing attention in schools.One of the k... more Creativity is a 21st-century skill that is receiving increasing attention in schools.One of the key issues that needs to be solved to facilitate the education of creativity is its’ measurement. There is however ongoing controversy on the measurement of creativity. This is an issue of debate concerning both children, adolescents’ and adults’ creativity. A growing scholarly literature, since the earliest attempts to measure creativity more than a century ago, has not yet resolved this issue. To mention just a few of questions that remain to be resolved, we can cite: 1. What is creativity? 2. Why measure it? 3. How can creativity be measured? 4. Who is the best judge of creative work? These questions will be examined in this chapter and a new tool for the evaluation of creative potential in educational settings will be described.
HAL (Le Centre pour la Communication Scientifique Directe), Aug 10, 2013
Creativity is a crucial concept in modern societies that require new ideas to solve problems. Cre... more Creativity is a crucial concept in modern societies that require new ideas to solve problems. Creativity is defined as the capacity to realize a production which is new (or original) and adapted to the constraints of a situation or a domain of expression. At present, some standardized measures allow creative potential to be estimated by evaluating isolated cognitive (e.g.divergent thought) and conative aspects (e.g., creative personality) involved in the expression of this potential. The main purpose of the battery of Evaluation of the Creative Potential (EPoC) is to evaluate divergent / exploratory thinking and convergent / integrative thinking which are both involved in creativity, with the aim of diagnosis (e.g. high creative potential) and description of a creative profile in various domains (verbal, graphic). This profile can be used to direct the development of the creativity in an appropriate way. We will present the results of a new part of the EPoC battery, tests proposed in the field of the social creativity. An initial study on a sample of French elementary school children examines links between the performance in social creativity tasks and those in the verbal and graphic domains
Revue Européenne de Psychologie Appliquée, Sep 1, 2019
Introduction-Text messages are particularly popular among young people. Studies have focused on t... more Introduction-Text messages are particularly popular among young people. Studies have focused on the links between writers' unconventional spelling and literacy skills. Creativity gives the possibility to cope with the numerous changes people have to face. Objective-The present research aimed to examine the relation between the creative potential of texters (text-message writers) and their use of textisms (a change in a word's orthographic form as compared to traditional writing). Method-Two corpora were compiled: one of 285 elicited text messages and one of 580 naturalistic text messages produced in daily-life situations by undergraduates (n = 29, 20-23 years of age). Two types of textisms were measured: those consistent with traditional written code and those breaking with traditional written code. Four scores of creative potential were considered: graphic divergent thinking, verbal divergent thinking, graphic integrative thinking and verbal integrative thinking. Results-The results showed negative correlations between the level of creativity and the density of textisms. Overall, texters who were creative in divergent thinking produced fewer textisms breaking with traditional written code. Conclusion-The results of our study are discussed with regard to the texters' flexibility and ability to adapt or appropriately address their interlocutor.
Numerous studies have examined the effects of gender diversity in groups on creative performance,... more Numerous studies have examined the effects of gender diversity in groups on creative performance, and no clear effect has been identified. Findings depend on situational cues making gender diversity more or less salient in groups. A large-scale study on two cohorts (N = 2,261) was conducted among business students to examine the impact of the gender diversity in small groups on divergent thinking in an idea-generation task performed by synchronous electronic brainstorming. Participants were automatically randomized in three- or four-member groups to generate ideas during 10 min on a gendered or neutral task. Then, five categories of groups where the proportion of men/women in groups varied from three/four men to three/four women were compared to examine creative performance on three divergent thinking measures (fluency, flexibility, and originality). A Multivariate Generalized Linear Mixed Model (mGLMM) showed greater fluency in all-women groups than in other groups (except mixed-ge...
This paper examines the concept of creative potential as it applies in science. First, conceptual... more This paper examines the concept of creative potential as it applies in science. First, conceptual issues concerning the definition of creative potential are explored, highlighting that creative potential is a moving target, and measures of creative potential are estimates of future behavior. Then three main ways to detect creative potential are examined. First, a person’s previous accomplishments in science can be analyzed. These accomplishments can be regarded as predictors of future creative performance. Second, science talent competitions can help to detect creative potential in children and adolescents. There are particular types of talent competitions differing from each other by the extent of focusing on individual (e.g., Science Fairs) or collaborative (e.g., Science Olympiads) work. Third, to measure an individual’s creative potential, psychometric tools such as Creative Scientific Ability Test (C-SAT), Test of Scientific Creativity Animations for Children (TOSCAC), and Eval...
This study examines the link between creative potential (EPoC in verbal domain), motivation (intr... more This study examines the link between creative potential (EPoC in verbal domain), motivation (intrinsic motivation, selfefficacy) and wellbeing of 150 students in high school. Four measures of creativity were used: two verbal divergent thinking tasks, and two verbal integrative tasks (EPoC, Lubart, Besancon & Barbot, 2011). Moreover, we hope that students give us after their “baccalaureate”, their choice and results (in June). Our hypotheses are that (1) there is a link between creativity and intrinsic motivation (Amabile & Gitomer, 1984); (2) there is a link between intrinsic motivation and wellbeing (Waterman, Schwartz, Conti, 2008) so (3), there is a link between creativity and wellbeing. Finally, we hypothesised that creativity relies on the subject’s choice during the baccalaureate (the more creative are the students, the more they choose the subject “invention”). Implications for the development of creativity in high school are discussed.
Creativity is considered a 21st century competency. Creativity is integrated in national curricul... more Creativity is considered a 21st century competency. Creativity is integrated in national curricula and in international texts. However, despite its recognition by educational authorities, such as Ministries of Education, creativity is not well implemented in classrooms. Indeed, even when educational practitioners admit that creativity is important for education, it does not mean they seek systematically to implement it in schools. This difficulty is one of the significant issues that creativity research encounters. In response, this chapter aims to provide a reflection, based on the current literature, about the place of creativity in school environments. Considering the past 50 years of research and reflection on creativity, several factors hindering or fostering creativity implementation in education and research are evoked regularly. Hence, we propose an overview of these factors, with the goal that practitioners and researchers take into account observed situations, relieve the current duress under which creativity finds itself, and in the future contribute to field research on creativity and ultimately the development of creativity in schools.
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Papers by Maud BESANCON