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Dedication; Acknowledgments; Contents; Introduction: Creative Contradictions in Education; Part I: Uncovering Conceptual Issues & Barriers; Chapter 1: Big-C Versus Little-c Creativity: Definitions, Implications, and Inherent Educational Contradictions; 1.1 Introduction; 1.2 The Definition of Creativity; 1.2.1 Personal "Little-c" Creativity; 1.2.2 Consensual "Big-C" Creativity; 1.3 The Implications of the Definitions; 1.3.1 Education Versus Personal Creativity; 1.3.2 Education Versus Consensual Creativity; 1.4 Conclusion; References.
Chapter 2: The Nature of Creativity: Mayflies, Octopi, and the Best Bad Idea We Have2.1 Introduction; 2.2 Defining Creativity; 2.3 Models of Creativity; 2.3.1 Big-C, Little-c, Mini-c, and Everyday Creativity; 2.3.2 Blind Variation and Selective Retention; 2.4 Measures of Creativity; 2.5 How Many Criteria Are We Really Talking About?; 2.6 Should Creativity Only Have One Criterion?; 2.7 A Definition of Creativity; 2.8 The "1.5 Criterion" Approach to Creativity; 2.9 What Does This Definition and the 1.5 Criterion Model Mean?; References.
Chapter 3: The Difference That Makes a 'Creative' Difference in Education3.1 Introduction; 3.2 Varieties of Educational Difference; 3.3 Erasing Difference: Privileging Sameness; 3.4 Acting on Difference: Making and Taking Perspectives; 3.5 Openness to Difference; 3.6 Openness to Difference in the Classroom; 3.7 Monocular Dominance; 3.7.1 Monocular Dominance in the Classroom: Example 1; 3.8 Polyocular Opportunities; 3.8.1 Polyocular Opportunities in the Classroom: Example 2; 3.9 What Difference Makes a 'Creative' Difference?; References.
Chapter 4: Avoiding Dogmatic Traps in Creativity and Education Through Awareness of Worldviews and Visual Metaphor4.1 Introduction; 4.2 Metaphor and Dogmatism; 4.2.1 Research on Metaphor and Cognition; 4.2.2 Metaphorical Worldviews; 4.3 The Dominance of the Mechanistic Worldview in the Minds of School Reformers; 4.4 Using Worldview Perceptual Lenses to Escape Dogmatism and Generate Insights About School Reform; 4.5 An Alternate View Through the Lens of Contextualism; 4.6 Perceiving Additional Dimensions of Reform Through the Organicist Lens.
4.7 Understanding Troubling Similarities Through the Formist Lens4.8 Visual Metaphor as an Unusual Dogmatism-Busting Tool; 4.9 Concluding Thoughts; References; Chapter 5: Creative Interpretations of Educational Contradictions; 5.1 Introduction; 5.2 Where Are the Contradictions?; 5.3 Product vs. Process; 5.4 Utilizing the Contradictions; 5.5 Back to the Classroom; 5.6 Utilizing Contradictions; 5.7 Final Thoughts; References; Chapter 6: Subordinated and Rebellious Creativity at School; 6.1 Introduction; 6.2 The Level- and Variable-Centered Approaches; 6.2.1 The Level-Centered Approach.
Chapter 2: The Nature of Creativity: Mayflies, Octopi, and the Best Bad Idea We Have2.1 Introduction; 2.2 Defining Creativity; 2.3 Models of Creativity; 2.3.1 Big-C, Little-c, Mini-c, and Everyday Creativity; 2.3.2 Blind Variation and Selective Retention; 2.4 Measures of Creativity; 2.5 How Many Criteria Are We Really Talking About?; 2.6 Should Creativity Only Have One Criterion?; 2.7 A Definition of Creativity; 2.8 The "1.5 Criterion" Approach to Creativity; 2.9 What Does This Definition and the 1.5 Criterion Model Mean?; References.
Chapter 3: The Difference That Makes a 'Creative' Difference in Education3.1 Introduction; 3.2 Varieties of Educational Difference; 3.3 Erasing Difference: Privileging Sameness; 3.4 Acting on Difference: Making and Taking Perspectives; 3.5 Openness to Difference; 3.6 Openness to Difference in the Classroom; 3.7 Monocular Dominance; 3.7.1 Monocular Dominance in the Classroom: Example 1; 3.8 Polyocular Opportunities; 3.8.1 Polyocular Opportunities in the Classroom: Example 2; 3.9 What Difference Makes a 'Creative' Difference?; References.
Chapter 4: Avoiding Dogmatic Traps in Creativity and Education Through Awareness of Worldviews and Visual Metaphor4.1 Introduction; 4.2 Metaphor and Dogmatism; 4.2.1 Research on Metaphor and Cognition; 4.2.2 Metaphorical Worldviews; 4.3 The Dominance of the Mechanistic Worldview in the Minds of School Reformers; 4.4 Using Worldview Perceptual Lenses to Escape Dogmatism and Generate Insights About School Reform; 4.5 An Alternate View Through the Lens of Contextualism; 4.6 Perceiving Additional Dimensions of Reform Through the Organicist Lens.
4.7 Understanding Troubling Similarities Through the Formist Lens4.8 Visual Metaphor as an Unusual Dogmatism-Busting Tool; 4.9 Concluding Thoughts; References; Chapter 5: Creative Interpretations of Educational Contradictions; 5.1 Introduction; 5.2 Where Are the Contradictions?; 5.3 Product vs. Process; 5.4 Utilizing the Contradictions; 5.5 Back to the Classroom; 5.6 Utilizing Contradictions; 5.7 Final Thoughts; References; Chapter 6: Subordinated and Rebellious Creativity at School; 6.1 Introduction; 6.2 The Level- and Variable-Centered Approaches; 6.2.1 The Level-Centered Approach.