Creativity Research: Its Sociological and Educational Limitations

Abstract

While creativity, its enhancement, and the understanding of the creativity of others are integral parts of art education, problems still exist in understanding the creative process. Given a legacy of creativity research, it is possible to recognize certain problems in the conceptualization of creativity research as that research relates to the visual arts. Concepts of creativity and of culture have changed in a way that necessitates closer attention to the sociological aspects of creativity. Problems emanate from the general disregard of the modernization process in our culture, as that process relates to creativity, and from the impact of the contemporary fine arts on creativity research and art education practice. It is difficult to envision any concept of art education that does not have, as an integral part, provisions for enhancing both the creative responses of individuals and the understanding of the creativity of others. But differing concepts of creativity coupled with a confusing body of creativity research have rendered our understanding of the creative process problematic. Furthermore, problems in understanding the nature of the creative process inevitably weaken art education's ability to function successfully. Guilford's focus on creativity in his 1950 presidential address before the American Psychological Association initiated a veritable explosion of research about creativity. Along with this wave of research came a tremendous