Out of Our Minds: Learning to Be Creative

By K. Robinson. 2001

1,246 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9f6911b8c2c37e1f309c9277e50766d77d54cdc6

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Citations in the corpus

Seven HCI Grand Challenges (2019, background): “have a central role in the forthcoming intelligent era, while it has been claimed that creativity, imagination, and innovation are three key resources of the humankind thatwill assist in facing someof its most daunting challenges (Robinson, 2011).”
Problem-Solving and Creativity: Insights from Students’ Individual Composing Pathways (2004, background): “Thus, the idea takes shape in the process of the extended effort required to solve the problem through a series of successive approximations (Abbs, 1987; Amabile and Gitomer, 1984; Robinson, 2001; Ross, 1989).”
Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy (2011, background): “Although creativity is often related to arts or poetry for instance (Robinson, 2001), and some researchers believe creative expression and outcome requires specific knowledge and skills (Csikszentmihalyi, 1996; Feldman & Benjamin, 2006; Kaufman & Beghetto, 2009), the qualities and capacities of ever”
Teaching creativity in art and design studio classes: A systematic literature review (2017, background): “It is increasingly important for educators to help students develop as creative individuals, and to prepare graduates to think creatively at work, in personal life, and in society (Robinson, 2001; Trilling & Fadel, 2009).”
Students’ motivation to study music as compared to other school subjects: A comparison of eight countries (2010, background): “For example, Robinson (2001, 2009) shows, in his defence of subjects such as music, dance, drama and art, that arts subjects have historically been valued for recreation and cultural development and because of this are not always seen as useful in a practical way.”
The MOOC model for digital practice (2010, background): “Collaboration and creativity are requirements of this new digital age (Robinson, 2001).”
Building creative thinking in the classroom: From research to practice (2013, background): “If the ability to be creative is indeed vital for students’ future success, teachers must explicitly foster and teach creativity in school (e.g., Robinson, 2001).”
A Five-Dimensional Model of Creativity and its Assessment in Schools (2016, background): “In schools it is positively associated with social and emotional factors (Robinson, 2001) and has been shown to improve wellbeing (Seligman & Csikzentmihalyi, 2000).”
Learning in immersive worlds: A review of game-based learning (2006, background): “This enquiry involved talking to the children and local businesses as well as reviewing relevant papers and reports 2 For more details, see: http://www.grangeton.com/ (e.g. RSA, 1999; NACCCE, 1999; Robinson, 2001).”
Thinking about Creativity in Science Education (2012, unknown): “…the above question can still be answered in the affirmative, if we consider what we know about creativity in general, namely, that individuals can become creative through the confluence of several factors, including the environment and the challenges it offers (Robinson, 2001; Sternberg, 2006).”
THE ROLE OF CREATIVITY IN ENTREPRENEURSHIP (2010, background): “Increasing importance is now placed on creativity by governments and their advisors (Robinson 2001).”
Teaching for creativity: towards sustainable and replicable pedagogical practice (2008, background): “observable and learnable (Byron 2007; Cunningham 2006; Robinson 2000; Simonton 2000; Sternberg 2007), creativity has certainly become less mystical, and once rendered less mystical it can be engaged intentionally and systematically as a product of learning.”
Creativity, uncertainty and discomfort: teachers as writers (2006, background): “If the current creativity agenda is to achieve its aspirations (Robinson, 2001; Craft, 2005), then arguably more support is needed to cultivate a culture of risk taking in literacy education.”