This book employs a new eco-cognitive model of abduction to underline the distributed and embodied nature of scientific cognition. Its main focus is on the knowledge-enhancing virtues of abduction and on the productive role of scientific models. What are the distinctive features that define the kind of knowledge produced by science? To provide an answer to this question, the book first addresses the ideas of Aristotle, who stressed the essential inferential and distributed role of external cognitive tools and epistemic mediators in abductive cognition. This is analyzed in depth from both a naturalized logic and an ecology of cognition perspective. It is shown how the maximization of cognition, and of abducibility – two typical goals of science – are related to a number of fundamental aspects: the optimization of the eco-cognitive situatedness; the maximization of changeability for both the input and the output of the inferences involved; a high degree of information-sensitiveness; and the need to record the “past life” of abductive inferential practices. Lastly, the book explains how some impoverished epistemological niches – the result of a growing epistemic irresponsibility associated with the commodification and commercialization of science – are now seriously jeopardizing the flourishing development of human creative abduction.

This book deals with teachers' behaviors that promote the creativity of students. It includes a rating scale for measuring a teacher's creativity fostering behavior — a scale known as the CFTIndex — and a series of conceptualization and research papers, including a lead article by Professor Authur Cropley, whose original ideas served as the basis of the CFTIndex. The other papers in this volume are by international authors who have used the scale in their research and who can now share their experiences using it in this volume.There is a dearth of measuring instruments that cover teacher behaviors where creativity is concerned, but the CFTIndex fills this vacuum, as evidenced by the many articles using this index in the international arena of creativity research.

This volume was first published by Inter-Disciplinary Press in 2014. Ways to understand creativity better, as well as investigate, enhance, introduce and implement creativity more effectively, are some of the issues tackled in this collection of papers. This is an essential, inspiring and uplifting book, which covers trends, methods and practices that are evolving within the field of creativity and creativity in education.

This book constitutes the refereed proceedings of the Second Conference on Creativity in Intelligent Technologies and Data Science, CIT&DS 2017, held in Volgograd, Russia, in September 2017. The 58 revised full papers and two keynote papers presented were carefully reviewed and selected from 194 submissions. The papers are organized in topical sections on Knowledge Discovery in Patent and Open Sources for Creative Tasks; Open Science Semantic Technologies; Computer Vision and Knowledge-Based Control; Pro-Active Modeling in Intelligent Decision Making Support; Data Science in Energy Management and Urban Computing; Design Creativity in CASE/CAI/CAD/PDM; Intelligent Internet of Services and Internet of Things; Data Science in Social Networks Analysis; Creativity and Game-Based Learning; Intelligent Assistive Technologies: Software Design and Application.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This book will appeal to researchers and scholars interested in entrepreneurship and creativity issues, coming from a wide range of academic disciplines. These readers will find an up-to-date presentation of existing and new directions for research in

Recently, a new understanding of creative thought and creative performance has surfaced. It has also attracted the attention of early childhood professional organizations and researchers. Professional organizations have included it in their publications and conferences. While current creativity researchers have initiated a far more sophisticated understanding of young children’s creative thinking, ways to assess creativity, strategies to promote creativity, and research methodologies. The purpose of this volume is to present a wide range of different theories and areas in the study of creativity to help researchers and theorists work toward the development of different perspectives on creativity with young children. It focuses on critical analyses and reviews of the literature on topics related to creativity research, development, theories, and practices. It will serve as a reference for early childhood education researchers, scholars, academics, general educators, teacher educators, teachers, graduate students, and scientists to stimulate further “dialogue” on ways to enhance creativity. The chapters are of high quality and provide scholarly analyses of research studies that capture the full range of approaches to the study of creativity --- behavioral, clinical, cognitive, cross-cultural, developmental, educational, genetic, organizational, psychoanalytic, psychometric, and social. Interdisciplinary research is also included, as is research within specific domains such as art and science, as well as on critical issues (e.g., aesthetics, genius, imagery, imagination, insight, intuition, metaphor, play, problem finding and solving). Thus, it offers critical analyses on reviews of research in a form that are useful to early childhood researchers, scholars, educators, and graduate students. It also places the current research in its historical context. The volume is also of interest to the general readers who are interested in the young children’s creativity. The chapters are authored by established scholars in the field of young children’s creativity.

One of the foremost scientists and thinkers of our time, David Bohm worked alongside Oppenheimer and Einstein. In Science, Order and Creativity he and physicist F. David Peat propose a return to greater creativity and communication in the sciences. They ask for a renewed emphasis on ideas rather than formulae, on the whole rather than fragments, and on meaning rather than mere mechanics. Tracing the history of science from Aristotle to Einstein, from the Pythagorean theorem to quantum mechanics, the authors offer intriguing new insights into how scientific theories come into being, how to eliminate blocks to creativity and how science can lead to a deeper understanding of society, the human condition and the human mind itself. Science, Order and Creativity looks to the future of science with elegance, hope and enthusiasm.

This groundbreaking Handbook brings together leading international experts in creativity and culture research to provide an overview of current debates. It showcases the wealth of topics, approaches and definitions specific for this new, interdisciplinary field within creativity research. The theoretical and methodological innovations emerging from the joint study of creativity and culture highlight the role of creativity within today's innovation-based, multicultural societies. Drawing on theoretical and empirical reflections, including case studies from different continents and different creative domains, this Handbook provides a truly global outlook on current creativity research within an emergent, interdisciplinary field. This variety is highlighted by the Handbook's structure as it is divided into five sections: Creativity and Culture in the Psychology of Creativity; Creativity in Socio-Cultural Psychology; Creativity in Cultural Context; Creativity and Culture in Applied Domains; Cross-disciplinary Perspectives on Creativity and Culture. These sections provide a clear overview of the debates and questions of this research area as contributors share their interest in creativity not only as an individual but also a social and cultural phenomenon, and in culture as both the foundation and outcome of creative action. The Handbook will be an essential resource for researchers, particularly those based in social science and humanities disciplines.