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|Other Titles:||The Academic's Language and Thought about Creativity: Inspiration from Contrasting the General Creativity Research Text with the Child Creativity Research Text|
Office of Research and Development
ven though there remains something that cannot be expressed whenever language is used, language, especially in the research text, is normally believed to fully represent the thought of its user. Language can formulate, assimilate and even stereotype thought. In this era of "creativity," it is imperative for educators and facilitators to be aware of both the presuppositions and the intentions or expectations lying behind the words chosen to describe creativity. But, rare studies dissect the language used and thought embedded in the influential creativity literature. This paper aims to quest the academic's language spoken for "creativity" in the general creativity research text, explore the thought embedded in these words, and contrast the previous findings with the language and thought about creativity in the child creativity literature. The text analysis method is applied. It is found that when the text speaks about creativity the underlying image is a socialized, idealized adult elite. The words and thoughts reflecting such an image are taken for granted with little justification, and overwhelmingly recognized as the benchmark of creativity for different developmental stages of the human being. The limitations and misunderstandings caused by projecting a partial, minority image or role (that of an adult elite) onto a lifelong existence (that of a human being) are discussed. Finally, suggestions for knowing, inquiring, and facilitating creativity with awareness of its language and thought are proposed.
|Appears in Collections:||師大學報|
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