Scaffolding Positive Creativity in Secondary School Students

Guided by research in creativity studies, moral development, and positive youth development, this paper proposes four principles to guide education toward positive creativity: (1) building prosocial motivation, (2) building emotion skills to build persistence, (3) building an understanding of creati...

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Bibliographic Details
Published in:Education sciences 2022-04, Vol.12 (4), p.239
Main Authors: Ivcevic, Zorana, Hoffmann, Jessica D., McGarry, Julie A.
Format: Article
Language:English
Subjects:
Control Groups
creative self-concept
Creativity
Educational Environment
Educational Practices
emotion skills
Emotional intelligence
Emotions
inspirED
Motivation
positive creativity
Principles
Problem solving
prosocial motivation
Secondary school students
Secondary schools
Skills
Social & emotional learning
Social entrepreneurship
Social justice
Society
Sympathy
Undergraduate Students
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Summary:Guided by research in creativity studies, moral development, and positive youth development, this paper proposes four principles to guide education toward positive creativity: (1) building prosocial motivation, (2) building emotion skills to build persistence, (3) building an understanding of creativity as dynamic, and (4) building self-concept of positive creativity. To illustrate applying these theoretically derived principles to teaching positive creativity, we provide examples from the inspirED program for secondary school students, which aims to build a more positive social and emotional climate through student-led creative projects. The four phases of the inspirED program—Assess the problems, Brainstorm ideas, Complete a project, and Debrief the project’s impact—are mapped onto the four principles of teaching for positive creativity.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12040239