| Acknowledgments |
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xvii | |
| Preface |
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xix | |
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Part I: Definitions and Processes of Creativity |
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1 | (80) |
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Making Sense of Creativity |
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5 | (36) |
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6 | (2) |
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Psychological, Psychoanalytic, Philosophic, and Religious Overtones |
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8 | (1) |
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Creativity and Psychology |
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9 | (17) |
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9 | (1) |
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10 | (1) |
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11 | (1) |
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The Tangling of Giftedness and Creativity |
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11 | (2) |
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13 | (1) |
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13 | (1) |
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14 | (1) |
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14 | (1) |
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15 | (1) |
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16 | (1) |
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17 | (1) |
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Csikszentmihalyi's ``Big C'' and ``little c'' |
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17 | (1) |
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18 | (1) |
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19 | (1) |
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20 | (1) |
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20 | (2) |
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Sternberg's Triarchies and Hierarchies, Investments, Propulsions, and Wisdom |
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22 | (1) |
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23 | (1) |
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24 | (1) |
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Dabrowski: Overexcitabilities and Developmental Levels |
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24 | (2) |
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26 | (1) |
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Psychoanalysis, Psychiatry, and Creativity |
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26 | (2) |
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Creativity and Business and Technology |
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28 | (1) |
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Philosophy and Creativity: Why Are We So Interested in Creativity, Anyway? |
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28 | (5) |
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29 | (1) |
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30 | (1) |
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Creativity and Nationalism |
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31 | (1) |
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31 | (1) |
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Creativity as Human Freedom |
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32 | (1) |
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Can a Person Be Creative Without a Product? |
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33 | (3) |
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33 | (1) |
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Creativity of the Moment and for the Ages |
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34 | (1) |
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Creativity Can Take Place Without Mastery |
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35 | (1) |
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The Existence and Development of Talent |
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36 | (1) |
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37 | (1) |
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38 | (3) |
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41 | (40) |
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Current Psychological Theories of the Creative Process |
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41 | (5) |
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Cognitive Psychology: Selection |
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42 | (1) |
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Industrial Psychology: The CPS Model |
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42 | (1) |
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Psychoanalytic Theory: Janusian and Homospatial |
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42 | (1) |
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Social Psychological Theories: The Power of Suggestion and Motivation |
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43 | (1) |
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The Work of Brewster Ghiselin |
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44 | (1) |
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45 | (1) |
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Core Attitudes in the Creative Process |
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46 | (3) |
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46 | (1) |
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Core Attitude of Self-Discipline |
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47 | (1) |
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Core Attitude of Risk-Taking |
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47 | (1) |
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Core Attitude of Group Trust |
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48 | (1) |
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49 | (18) |
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49 | (1) |
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The Visitation of the Muse |
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49 | (4) |
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The Inspiration of Nature |
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53 | (1) |
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Inspiration through Substances |
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54 | (2) |
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Inspiration by Others' Creativity, Especially by Works of Art and Music |
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56 | (1) |
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57 | (2) |
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The Inspiration of Novel Surroundings: Travel |
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59 | (1) |
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59 | (1) |
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60 | (1) |
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60 | (2) |
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62 | (1) |
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63 | (1) |
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64 | (1) |
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Improvisation and an Attitude of Playfulness |
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65 | (2) |
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Other Aspects of the Creative Process |
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67 | (8) |
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67 | (2) |
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69 | (1) |
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69 | (2) |
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Creativity as the Process of a Life |
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71 | (4) |
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75 | (3) |
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76 | (2) |
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78 | (1) |
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78 | (3) |
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Part II: How To Enhance Creativity |
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81 | (52) |
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Encouraging Creativity: Motivation and Schooling |
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83 | (18) |
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What Creative Writers Said about their Schooling |
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84 | (7) |
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Motivating Creative Behavior |
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91 | (6) |
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Strong Emotion as a Motivator |
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91 | (2) |
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93 | (2) |
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Escaping and Getting the Giggles |
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95 | (1) |
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Creativity as Spontaneous Adventures |
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96 | (1) |
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Creativity Is Not Permitted |
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97 | (1) |
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Motivation for Creativity |
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97 | (1) |
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98 | (2) |
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100 | (1) |
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How Parents and Teachers Can Enhance Creativity in Children |
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101 | (32) |
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Provide a Private Place for Creative Work to Be Done |
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101 | (2) |
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Provide Materials: Musical Instruments, Sketchbooks, Fabric, Paper, Clay |
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103 | (2) |
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Encourage and Display the Child's Creative Work, but Avoid Overly Evaluating It |
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105 | (2) |
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Do Your Own Creative Work, and Let the Child See You Doing It |
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107 | (3) |
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110 | (2) |
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Value the Creative Work of Others |
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112 | (1) |
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Incorporate Creativity Values into Your Family Mythology |
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113 | (3) |
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Avoid Reinforcing Sex-Role Stereotypes |
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116 | (2) |
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Provide Private Lessons and Special Classes |
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118 | (3) |
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Use Hardship to Teach the Child Expression through Metaphor |
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121 | (3) |
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Discipline and Practice Are Important |
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124 | (2) |
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Allow the Child to be ``Odd''; Avoid Emphasizing Socialization at the Expense of Creative Expression |
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126 | (3) |
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Use Humor, and Get Creativity Training |
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129 | (1) |
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130 | (3) |
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Part III: Personality and Intellectual Characteristics of Creative People In Various Domains |
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133 | (236) |
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The Piirto Pyramid of Talent Development Model |
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135 | (12) |
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The Pyramid (Piiramid) of Talent Development |
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138 | (6) |
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138 | (1) |
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The Emotional Aspect: Personality Attributes |
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138 | (2) |
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140 | (1) |
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141 | (1) |
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142 | (2) |
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Talent Multipotentiality: Feeling the Call, or the ``Thorn'' |
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144 | (1) |
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Crystallizing Experiences and Catalysts |
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144 | (1) |
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Support for the Pyramid Theory |
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145 | (1) |
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146 | (1) |
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Visual Artists and Architects |
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147 | (42) |
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The Genetic Aspect for Visual Artists |
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148 | (1) |
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The Emotional Aspect: Personalities of Visual Artists |
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149 | (7) |
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150 | (1) |
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151 | (1) |
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Tolerance for Ambiguity and Preference for Complexity |
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151 | (1) |
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152 | (1) |
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152 | (1) |
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153 | (1) |
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154 | (1) |
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Interests and Values of Visual Arts Students |
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155 | (1) |
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Differences in Values Among Artists According to Specialty |
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155 | (1) |
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The Cognitive Aspect: Intelligence of Visual Artists |
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156 | (2) |
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156 | (1) |
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Use of Tests to Assess Artistic Intelligence or Talent |
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157 | (1) |
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157 | (1) |
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The Domain ``Thorn'' in Visual Artists |
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158 | (5) |
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Predictive Behaviors for Visual Arts Talent |
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158 | (4) |
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162 | (1) |
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Sun of Home in Visual Artists |
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163 | (2) |
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Sun of School in Visual Artists |
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165 | (2) |
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Sun of Community and Culture in Visual Artists |
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167 | (3) |
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Community and Culture for Picasso |
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168 | (1) |
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Cross-Fertilization and Cross-Cultural Influences among Artists |
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169 | (1) |
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Cross-Cultural Differences |
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170 | (1) |
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Sun of Gender in Visual Artists |
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170 | (4) |
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Biographical Example of Judy Chicago |
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171 | (1) |
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Foley's Study: Having a Supportive Husband Helps |
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171 | (2) |
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Biographical example of Lee Krasner |
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173 | (1) |
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174 | (1) |
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Sun of Chance in Visual Artists |
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174 | (3) |
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174 | (2) |
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Biographical Example of Georgia O'Keeffe |
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176 | (1) |
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177 | (10) |
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Genetic Aspect in Architects |
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177 | (1) |
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Emotional Aspect: Personalities of Architects |
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178 | (1) |
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Sun of Chance in Architects |
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179 | (2) |
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Biographical Example of the Saarinens |
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181 | (2) |
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Biographical Example of Frank Lloyd Wright |
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183 | (4) |
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187 | (2) |
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189 | (36) |
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Directory of American Poets and Fiction Writers |
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189 | (1) |
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The Genetic Aspect: Creative Writers |
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190 | (1) |
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The Emotional Aspect: Personalities of Creative Writers |
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190 | (9) |
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191 | (1) |
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Productivity/Self-Discipline |
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191 | (1) |
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Concern with Philosophical Matters |
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192 | (1) |
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192 | (1) |
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Independence of Thought: Frankness |
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192 | (1) |
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193 | (2) |
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195 | (3) |
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198 | (1) |
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The Myers-Briggs Type Indicator and Writers |
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199 | (1) |
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The Cognitive Aspect: The Intelligence of Creative Writers |
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199 | (3) |
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200 | (2) |
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The Domain ``Thorn'' in Creative Writers |
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202 | (1) |
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202 | (1) |
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The Sun of Home in Creative Writers |
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203 | (7) |
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Theme 1: Predictive Behavior of Extensive Early Reading |
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203 | (1) |
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Theme 2: Predictive Behavior of Early Publication and Interest in Writing |
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203 | (1) |
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Theme 3: Unconventional Families and Family Traumas |
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204 | (1) |
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205 | (2) |
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207 | (1) |
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Theme 4: Depression and/or Acts such as Use of Alcohol, Drugs, or the Like |
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208 | (2) |
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Theme 5: Being in an Occupation Different from their Parents |
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210 | (1) |
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The Sun of Community and Culture in Creative Writers |
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210 | (2) |
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Theme 6: Feeling of Marginalization or Being an Outsider, and a Resulting Need to Have their Group's Story Told |
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210 | (1) |
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Theme 7: Late Career Recognition |
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211 | (1) |
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The Sun of School in Creative Writers |
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212 | (3) |
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Theme 8: High Academic Achievement and Many Writing Awards |
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212 | (1) |
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Theme 9: Nurturing of Talents by Both Male and Female Teachers and Mentors |
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213 | (1) |
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Theme 10: Attendance at Prestigious Colleges, Majoring in English Literature but Without Attaining the Ph.D |
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214 | (1) |
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The Sun of Chance in Creative Writers |
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215 | (1) |
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Theme 11: Residence in New York City at Some Point, Especially among the Most Prominent |
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215 | (1) |
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Theme 12: The Accident of Place of Birth and of Ethnicity |
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216 | (1) |
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The Sun of Gender in Creative Writers |
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216 | (6) |
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Theme 13: Conflict with Combining Parenthood and Careers in Writing |
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217 | (2) |
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Theme 14: Societal Gender Expectations Incongruent with their Essential Personalities |
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219 | (1) |
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Theme 15: History of Divorce More Prevalent in Women |
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220 | (1) |
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Theme 16: Military Service More Prevalent in Men |
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221 | (1) |
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222 | (3) |
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Creative Writers: Children with Extraordinary Writing Talent |
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225 | (24) |
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Qualities Found in the Writing of Children Who Display Extraordinary Talent |
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228 | (4) |
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232 | (5) |
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Predictive Behaviors in Children with Writing Talent |
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237 | (2) |
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Famous Writers as Children |
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239 | (8) |
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239 | (1) |
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240 | (1) |
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240 | (1) |
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241 | (1) |
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241 | (1) |
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241 | (1) |
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241 | (1) |
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242 | (1) |
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242 | (1) |
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243 | (1) |
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John Updike and C. S. Lewis |
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243 | (2) |
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245 | (2) |
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247 | (2) |
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Creative Scientists, Mathematicians, Inventors, and Entrepreneurs |
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249 | (40) |
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The Genetic Aspect in Scientists and Mathematicians |
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249 | (1) |
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The Emotional Aspect: Personalities of Scientists and Mathematicians |
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250 | (2) |
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Self-Discipline and Productivity |
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250 | (1) |
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251 | (1) |
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The Cognitive Aspect: Intelligence of Scientists and Mathematicians |
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252 | (4) |
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Cognitive Insight in Scientists and Mathematicians |
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253 | (1) |
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254 | (1) |
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254 | (1) |
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Threshold of Intelligence Needed to Do Science and Mathematics |
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254 | (2) |
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The Domain Thorn: Passion for Science and Mathematics |
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256 | (1) |
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Sun of Home in Scientists and Mathematicians |
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257 | (3) |
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The Sun of Home in Einstein and Teller |
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257 | (3) |
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260 | (1) |
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Sun of School in Scientists and Mathematicians |
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260 | (3) |
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262 | (1) |
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Sun of Community and Culture in Scientists and Mathematicians |
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263 | (4) |
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The Influence of the Zeitgeist |
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263 | (2) |
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Creativity in the Sciences as Different from that in the Arts |
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265 | (1) |
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266 | (1) |
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Sun of Gender in Scientists and Mathematicians |
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267 | (4) |
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Helson's Study of Creative Female Mathematicians |
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267 | (2) |
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269 | (2) |
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Sun of Chance in Scientists and Mathematicians |
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271 | (4) |
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272 | (1) |
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Biographical Example: Darwin |
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272 | (3) |
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275 | (4) |
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Emotional Aspect: Personalities of Inventors |
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276 | (1) |
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Cognitive Aspect: Inventors |
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277 | (1) |
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Patterns in the Lives of Inventors |
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277 | (2) |
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279 | (7) |
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Emotional Aspect: Personalities of Entrepreneurs |
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279 | (2) |
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Sun of Gender in Entrepreneurs |
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281 | (1) |
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Sun of Community and Culture in Entrepreneurs |
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281 | (1) |
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Biographical Examples: J. Paul Getty, Warren Buffett, and Bill Gates |
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282 | (4) |
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286 | (3) |
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Musicians, Conductors, and Composers |
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289 | (40) |
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The Genetic Aspect in Musicians |
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291 | (1) |
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The Emotional Aspect: Personality Attributes in Musicians |
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292 | (4) |
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292 | (1) |
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Other Personality Studies |
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293 | (1) |
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Personality Attribute of Introversion/Shyness |
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294 | (1) |
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Personalities of Conductors |
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295 | (1) |
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The Cognitive Aspect in Musicians |
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296 | (2) |
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297 | (1) |
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IQ Intelligence of Musicians |
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297 | (1) |
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Talent in the Domain: The Thorn |
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298 | (1) |
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The Sun of Home in Musicians |
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299 | (2) |
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The Development of Expertise |
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299 | (2) |
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The Sun of School in Musicians |
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301 | (4) |
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Choosing a Career in Music |
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301 | (3) |
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304 | (1) |
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The Sun of Community and Culture in Musicians |
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305 | (9) |
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309 | (1) |
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Statistical Output of Composers |
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309 | (1) |
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Influence of Folk Culture |
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310 | (1) |
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The Influence of African-Americans on Contemporary Music |
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311 | (3) |
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The Sun of Gender in Musicians |
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314 | (7) |
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Why Are There So Few Women Composers? |
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315 | (1) |
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Biographical Example of Marilyn Shrude |
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316 | (5) |
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321 | (1) |
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321 | (1) |
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The Sun of Chance in Musicians |
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321 | (1) |
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The Creative Process in Music: Improvisation and Creativity |
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322 | (6) |
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328 | (1) |
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Physical Performers: Actors, Dancers, and Athletes |
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329 | (40) |
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331 | (1) |
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The Genetic Aspect: Actors |
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332 | (1) |
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The Emotional Aspect: Personalities of Actors |
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332 | (1) |
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Actors, Dancers, Athletes: Cognitive Aspect |
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333 | (2) |
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Passion for the Domain: The Thorn |
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335 | (1) |
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Creative Process in Acting |
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335 | (1) |
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The Sun of Home in Actors |
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336 | (2) |
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The Sun of School in Actors |
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338 | (5) |
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Predictive Behaviors for Acting |
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338 | (2) |
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340 | (3) |
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Actors, Dancers, Athletes: The Sun of Community and Culture |
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343 | (3) |
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Famous Ensembles in Theater |
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344 | (2) |
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The Sun of Gender in Actors |
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346 | (1) |
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The Sun of Chance in Actors |
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347 | (1) |
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348 | (1) |
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349 | (2) |
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Personality Attributes: The Emotional Aspect in Dancers and Athletes |
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351 | (2) |
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Personality Studies of Dancers |
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351 | (1) |
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Emotion and Personality in Athletes |
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352 | (1) |
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352 | (1) |
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353 | (1) |
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353 | (1) |
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353 | (1) |
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The Domain Thorn: Dance and Athletics |
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353 | (2) |
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Sun of Home in Dancers and Athletes |
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355 | (1) |
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Sun of School in Dancers and Athletes |
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356 | (1) |
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Sun of Community and Culture in Dancers and Athletes |
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356 | (1) |
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Sun of Gender in Dancers and Athletes |
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357 | (1) |
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357 | (1) |
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Sun of Chance in Dancers and Athletes |
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358 | (5) |
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Biographical Example of Suzanne Farrell |
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358 | (3) |
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Biographical Example of Arnold Palmer |
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361 | (2) |
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Physical Repercussions of Dance and Athletics |
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363 | (2) |
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Assessing the Creativity of Dancers, Athletes, and Actors |
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365 | (2) |
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367 | (2) |
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Part IV: Creativity Assessment and Training |
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369 | (78) |
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373 | (34) |
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379 | (2) |
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379 | (2) |
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381 | (6) |
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Content/Construct Validity |
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381 | (2) |
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Criterion or Predictive Validity |
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383 | (2) |
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385 | (1) |
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Concurrent Validity Of Creativity Tests |
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386 | (1) |
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387 | (7) |
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Reliability in Administering Tests |
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388 | (1) |
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389 | (2) |
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Studies of Significant Results |
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391 | (1) |
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A Flawed Study of Creative Adolescents |
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392 | (1) |
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The Normal Curve Assumption |
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393 | (1) |
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Using Personality Questionnaires in Creativity Assessment |
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394 | (7) |
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Overexcitabilities Questionnaire from the Dabrowski Theory |
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394 | (6) |
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The Myers-Briggs Type Indicator |
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400 | (1) |
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401 | (1) |
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Promising Practices in Creativity Assessment |
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402 | (4) |
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402 | (2) |
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Talent Assessment Profile |
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404 | (2) |
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406 | (1) |
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407 | (40) |
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Divergent Production Training |
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408 | (2) |
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Creativity Training in College Courses |
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410 | (1) |
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Creativity Studies Project |
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410 | (2) |
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Creativity Training in the Schools |
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412 | (5) |
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Creativity Training as Differentiation for the Talented |
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417 | (1) |
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Creativity Training Is Fun |
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418 | (1) |
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Teachers Get More Empathy with Creativity Training |
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418 | (2) |
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Core Attitudes for Creativity Enhancement |
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420 | (5) |
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Core Attitude of Self-Discipline |
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420 | (1) |
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420 | (1) |
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421 | (1) |
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422 | (1) |
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423 | (2) |
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425 | (12) |
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425 | (1) |
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425 | (1) |
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426 | (1) |
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426 | (1) |
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427 | (1) |
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427 | (1) |
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428 | (1) |
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428 | (1) |
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428 | (1) |
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429 | (1) |
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430 | (1) |
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Inspiration of Love: Visitation of the Muse |
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430 | (1) |
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The Inspiration of Nature: I Am a Naturalist |
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431 | (1) |
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The Inspiration of Nature: This Is the Day which the Lord Hath Made |
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432 | (1) |
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The Inspiration of the Intellectual: This Takes the Top of My Head Off! |
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432 | (1) |
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433 | (1) |
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433 | (1) |
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433 | (1) |
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Word Rivers and Writing Practice |
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433 | (1) |
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434 | (1) |
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434 | (1) |
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434 | (1) |
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434 | (1) |
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435 | (1) |
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Incubation: The Seventh ``I''---Meditation |
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435 | (1) |
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435 | (1) |
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Meditate on the Dark Side |
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436 | (1) |
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437 | (1) |
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Other Organic, Less-Linear Creativity Exercises |
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437 | (8) |
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437 | (1) |
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437 | (1) |
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Creating Ideal Conditions |
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438 | (1) |
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438 | (1) |
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438 | (1) |
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439 | (1) |
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439 | (1) |
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439 | (1) |
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439 | (1) |
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440 | (1) |
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Cultivation of Synchronicity |
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440 | (1) |
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441 | (1) |
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Passion: Stepping into the River of the Domain |
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441 | (1) |
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441 | (1) |
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442 | (1) |
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442 | (1) |
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442 | (1) |
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443 | (1) |
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Appreciate the Creative Work of Others |
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443 | (1) |
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443 | (1) |
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444 | (1) |
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444 | (1) |
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A Lecture or Demonstration |
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444 | (1) |
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444 | (1) |
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444 | (1) |
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Individual Creativity Project |
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445 | (1) |
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446 | (1) |
| Appendix A. Creativity Theory |
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447 | (8) |
| Appendix B. Focus Questions |
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455 | (10) |
| References |
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465 | (38) |
| Index |
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503 | (18) |
| About the Author |
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521 | |
Other versions by this Author