Big-C Versus Little-c Creativity: Definitions, Implications, and Inherent Educational Contradictions
Big-C Versus Little-c Creativity: Definitions, Implications, and Inherent Educational Contradictions
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Big-C 与 Little-c 创造力：定义、含义和固有的教育矛盾
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发表时间：
2017
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通讯作者：
D. Simonton
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作者：
D. Simonton
两项实证调查表明，作为一个创造者所取得的卓越成就有时可能是一个曲线，个人所获得的正规教育水平的倒U型函数。通常，高峰福尔斯大约在本科教育的最后一年。因为这些发现表明，正规教育可能并不总是有利于创造性的发展，我研究了一个复杂的，有时是冲突的关系可能会随之而来的定义是什么意思是创造性。从那里我介绍了两个正式的定义，一个是个人（小C）创造力，另一个是共识（大C）创造力。这些定义的含义确实支持了这样的结论，即正规教育与创造力不可能有简单的积极线性联系，在某些情况下，这种联系可能会变成消极的。
Two empirical investigations showed that achieved eminence as a creator can sometimes be a curvilinear, inverted-U function of the level of formal education attained by the individual. Typically, the peak falls approximately in the last year of undergraduate education. Because these findings suggest that formal education might not always be conducive to creative development, I examined the possibility that a complex and sometimes conflicting relation might ensue from the very definition of what it means to be creative. From there I introduced two formal definitions, one for personal (little-c) creativity and the other for consensual (Big-C) creativity. The implications of these definitions indeed supported the conclusion that formal education cannot have a simple positive linear association with creativity, and under certain circumstances that association can become negative.