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:
https://lup.lub.lu.se/record/2343718
- author
- Brodin, Eva
LU
and Frick, Liezel
- organization
- publishing date
- 2011
- 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
- 2016-04-01 10:56:46
- date last changed
- 2018-11-21 19:53:03
@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}},
keywords = {{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}},
doi = {{10.1108/17597511111212727}},
volume = {{2}},
year = {{2011}},
}