Critical creative processes

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In Praise of Convergent Thinking (2006, unknown): “It is tempting to think of exploration as essentially a process of evaluation, and Runco (2003) supported this view.”
Ideational code‐switching: Walking the talk about supporting student creativity in the classroom (2007, background): “…are held most accountable for meeting external demands, they may, somewhat understandably, feel compelled to choose against creativity; however, because teachers value creativity (Runco, 2003), such a move does not reduce the anxiety they experience from choosing against something they value.”