Emergence in Creativity and Development

By R. Sawyer. 2003

127 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c03236c9878474feb66422a63bd37bbe77b29556

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

Citations in the corpus

Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, methodology): “This includes reviewing and understanding the state of knowledge in the broader world, generating and continually working with promising ideas (Bereiter & Scardamalia, 1993), providing and receiving constructive criticism (Sawyer, 2007), sharing and synthesizing multiple perspectives (Bielaczyc & Co”
Creativity and education: an American retrospective (2006, background): “…scholars, moving the focus of research from the abilities or personal qualities of the individual creator to the conditions that support, inhibit, constrain or enable creative work to take place (see Amabile, 1986; Csikszentmihalyi, 1988; Johnson-Laird, 1999; Sawyer, 2003; John-Steiner, 2003).”
A Call to Action: The Challenges of Creative Teaching and Learning (2015, background): “Creative learning requires unpredictability, irreducibility, and novelty (according to the basic tenets of constructivism: Sawyer, 2003a), and creative learning is more likely with collaborative emergence—with moment-to-moment contingency and retrospective interpretation (Sawyer, 2004).”
Children’s Creativity: A Theoretical Framework and Systematic Review (2018, background): “Research on creativity and research on education and human development deal with the same fundamental question: Where does novelty come from (Sawyer, 2003)?”
Creative Teaching: Collaborative Discussion as Disciplined Improvisation (2004, background): “The basic insight of constructivism is that learning is a creative improvisational process (Sawyer, 2003a).”
Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective (2009, methodology): “In fact, from the perspective of emergent development, it is considered impossible to deduce the child‟s development as a whole from any observations of their previously learnt behaviour or behaviours (Sawyer, 2003).”