The Role of Blended Knowledge in the Development of Creative Productive Giftedness

Autor/in	Renzulli, Joseph S.
Titel	The Role of Blended Knowledge in the Development of Creative Productive Giftedness
Quelle	In: International Journal for Talent Development and Creativity, 4 (2016) 1-2, S.13-24 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2291-7179
Schlagwörter	Creativity; Gifted; Performance; Epistemology; Gifted Education; Role of Education; Learning Theories; Learning Processes + Suchen Sie Ihr Suchwort? Kreativität; Begabter, Hoch Begabter; Achievement; Leistung; Erkenntnistheorie; Bildungsauftrag; Learning theory; Lerntheorie; Learning process; Lernprozess
Abstract	Our history and culture can be charted to a large extent by the creative contributions of the world's most gifted and talented individuals. What causes some people to use their intellectual, motivational, and creative assets in such a way that it leads to outstanding manifestations of creative productivity, while others with similar or perhaps even greater assets fail to achieve at expected levels of accomplishment? The sheer amount of folk wisdom, portrayals in popular media, and biographical and anecdotal accounts about creativity and giftedness are nothing short of mindboggling. Some clarity, however, can be found by carefully examining the creativity literature. Creativity researchers, for instance, tend to agree that creativity is the combination of originality and task appropriateness as defined in a particular context (Plucker, Beghetto, & Dow, 2004). Moreover, researchers have differentiated among different levels of creativity, ranging from the more subjective (mini-c) to the everyday (little-c) experiences of creativity to professional (Pro-c) and finally, eminent (Big-C) levels of creativity (Beghetto & Kaufman, 2007; Kaufman & Beghetto, 2009). Along these same lines, creativity researchers have also argued that although creativity can be experienced across multiple domains at lower levels of performance, high levels of creative production tend to be domain specific (Kaufman, Beghetto, Baer, & Ivcevic, 2010). (As Provided).
Anmerkungen	International Centre for Innovation in Education (ICIE) & Lost Prizes International (LPI). Postfach 12 40, D-89002, Ulm, Germany. Web site: http://www.ijtdc.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01