engleski

Gifted education and the structure of creative behavior

The aim of this plenary lecture is to explore the relationships between gifted education and the structure of creative behavior by presenting results from the two lines of author's scientific psychological enquiry. In the context of education the first line of study findings on creativity addresses educators, and the second the students. Creativity studied as observable, manifest, socially acceptable behavior consensually described as creative in a given social context, the result of the interaction of abilities, knowledge, traits, task commitment and social influences, and the process at the end of which a student can potentially produce an observable original product, proves to have complex relationships with education in general, and a highly important one with the field of gifted education. Creativity is explicitly considered an educational objective. Beyond general education, creativity is central to giftedness theories as an underlying construct, and to the gifted education as a highly valued predictor and outcome. The plenary lecture aims to unify these two lines of scientific enquiry by discussing these three questions: a) is there a structure to creativity, b) is creativity accessible to education, and how, and c) if so, how creativity relates to gifted education. The discussion is embedded within psychology of creativity with a special emphasis placed on the role that supportive educational context, in full acknowledgment of the structure of creative behaviors, plays in nurturing the creativity in students.

creativity ; creative behaviors ; creative-productive giftedness ; structure of creativity ; educational objectives

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