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Conceptualizing and encouraging critical creativity in doctoral education

Brodin, Eva LU and Frick, Liezel (2011) In International Journal for Researcher Development 2(2). p.133-151
Abstract
Purpose – The purpose of this paper is to provide a theoretical framework for conceptualizing critical and creative thinking within doctoral study and to illuminate the connecting and diverging

points between the two phenomena in a way that clarifies their developmental relationships.



Design/methodology/approach – The conceptual framework is founded in a synthesized understanding of both new and established theories on critical and creative thinking, and worked out through a reconstruction and expanded re-conceptualization of the Four C Model of Creativity.



Findings – The results showthat responsible scholars are moved by both critical and creative thinking, which is conceptualized as critical... (More)
Purpose – The purpose of this paper is to provide a theoretical framework for conceptualizing critical and creative thinking within doctoral study and to illuminate the connecting and diverging

points between the two phenomena in a way that clarifies their developmental relationships.



Design/methodology/approach – The conceptual framework is founded in a synthesized understanding of both new and established theories on critical and creative thinking, and worked out through a reconstruction and expanded re-conceptualization of the Four C Model of Creativity.



Findings – The results showthat responsible scholars are moved by both critical and creative thinking, which is conceptualized as critical creativity. The authors introduce the ECC-modelwhich illustrates how different Expressions of Critical Creativity (CC) is manifested in scholarship: Experiential CC (in cognition), Experimental CC (in action), Enunciated CC (in speech), and Eulogized CC (in recognition). Whereas Experiential, Experimental and Enunciated CC constitute important fields of developmental practice in doctoral education, Eulogized CC is a possible outcome of the completed doctorate. It appears that Enunciated CC especially seems to be a field of urgent need for further development.



Originality/value – The paper offers a conceptual framework for new ways of understanding critical creativity in doctoral education by outlining how critical creativity is manifested in an educational context. Thereby the authors provide a valuable tool for supporting doctoral students in becoming professional scholars through a pedagogy that is reflective, integrative and deliberate. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Responsible scholar, Creativity, Critical thinking, Professional education, Researcher development, Doctorates, Professional development, Supervision
categories
Higher Education
in
International Journal for Researcher Development
volume
2
issue
2
pages
19 pages
publisher
Emerald Group Publishing Limited
ISSN
1759-751X
DOI
10.1108/17597511111212727
language
English
LU publication?
yes
id
5d1ef129-9380-4a7d-bc8d-ed10ffb57bc7 (old id 2343718)
date added to LUP
2012-02-28 16:00:39
date last changed
2016-07-07 14:23:20
@article{5d1ef129-9380-4a7d-bc8d-ed10ffb57bc7,
  abstract     = {Purpose – The purpose of this paper is to provide a theoretical framework for conceptualizing critical and creative thinking within doctoral study and to illuminate the connecting and diverging<br/><br>
points between the two phenomena in a way that clarifies their developmental relationships.<br/><br>
<br/><br>
Design/methodology/approach – The conceptual framework is founded in a synthesized understanding of both new and established theories on critical and creative thinking, and worked out through a reconstruction and expanded re-conceptualization of the Four C Model of Creativity.<br/><br>
<br/><br>
Findings – The results showthat responsible scholars are moved by both critical and creative thinking, which is conceptualized as critical creativity. The authors introduce the ECC-modelwhich illustrates how different Expressions of Critical Creativity (CC) is manifested in scholarship: Experiential CC (in cognition), Experimental CC (in action), Enunciated CC (in speech), and Eulogized CC (in recognition). Whereas Experiential, Experimental and Enunciated CC constitute important fields of developmental practice in doctoral education, Eulogized CC is a possible outcome of the completed doctorate. It appears that Enunciated CC especially seems to be a field of urgent need for further development.<br/><br>
<br/><br>
Originality/value – The paper offers a conceptual framework for new ways of understanding critical creativity in doctoral education by outlining how critical creativity is manifested in an educational context. Thereby the authors provide a valuable tool for supporting doctoral students in becoming professional scholars through a pedagogy that is reflective, integrative and deliberate.},
  author       = {Brodin, Eva and Frick, Liezel},
  issn         = {1759-751X},
  keyword      = {Responsible scholar,Creativity,Critical thinking,Professional education,Researcher development,Doctorates,Professional development,Supervision},
  language     = {eng},
  number       = {2},
  pages        = {133--151},
  publisher    = {Emerald Group Publishing Limited},
  series       = {International Journal for Researcher Development},
  title        = {Conceptualizing and encouraging critical creativity in doctoral education},
  url          = {http://dx.doi.org/10.1108/17597511111212727},
  volume       = {2},
  year         = {2011},
}