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We continue our exploration of the idea of pedagogy for creativity in the
May&June issue of Creative Academic Magazine (CAM7C) with some great articles on facilitating imagination by +Gillian Judson and encouraging creativity in problem solving by Tom Cosgrove, Declan Phillips and Michael Quilligan. Its free to download at

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'Research as art: revealing the creativity behind academic output' - a nice introduction to the aesthetics of none artistic disciplinary research. Do you have any examples to share?

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The next #creativeHE conversation on creativity in HE teaching and learning using arts based approaches will start on May 22nd.. This is an open social learning event and everyone is welcome.

The May issue of Creative Academic Magazine CAM7 will be published around May 30th.

CAM8 The Role of the Body in Creative Processes & Practices will be published around June 10th.

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Greetings to all,

Pam Burnard - who I'm sure many of us know - posted this on her public FB page recently. Given our previous discussions and work around about creative space I thought it would be of interest.

"I am spending this Sunday morning's precious restorative space reading this inspiring, provocative and pathbreaking book by Henri Lefebvre. He is taking me on a search for a reconciliation between mental space (the space of the philosophers) and real space (the physical and social sphere in which we all live). He keeps inviting me to reflect on the old debates (and current sites of contestation) that mark the shift from the 'philosophy' to the 'science' of space and how this relates to subject specialisms and subject silos. I am thinking about how, for example, mathematicians, scientists, engineers, and artists appropriate space and time as part of their domain. I am reflecting on the transdisciplinary spaces that uniquely characterise how we go about configuring STEAM education! What about the relationship between mathematical spaces and musical spaces, all of which unfold in the performance of musical and mathematic creativities, knowledges and understanding in all social environments. Gripped!" 
2 Photos - View album

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I'm going to be hosting a #LTHEchat on twitter between 8-9pm (UK time) Wednesday March 8th on the theme of 'personal pedagogy'. Everyone is welcome to participate.. You can find out more at:

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DOUBT & PERPLEXITY: a motivator of creativity in learning

What propels creativity in learning? In this article Ronald Beghetto and James Schreiber discuss a long-standing—yet often overlooked—form of reasoning that helps address this question. That form of reasoning is called abductive reasoning (introduced by the early American Pragmatist, Charles Sanders Peirce). Abductive reasoning represents a special form of creative reasoning that is triggered by states of genuine doubt.

Genuine doubt occurs whenever our everyday habits and beliefs fall short in making sense of a situation. In the context of learning, genuine doubt occurs anytime a learner is unable to inductively or deductively reason through an academic task or situation. These states of doubt represent opportunities for creative learning.

The article attempts to demonstrate how abduction and creativity work together in every day learning and how understanding this link help clarify efforts aimed at supporting creativity in the classroom, expand current conceptions of creativity, and provide directions for research on creativity in educational settings.

Do you have any interesting examples of the use of abductive reasoning either in teaching or in other aspects of disciplinary practice?

Beghetto R and James B. Schreiber (2017 ) Creativity in Doubt: Toward Understanding What Drives Creativity in Learning in R. Leikin, B. Sriraman (eds.), Creativity and Giftedness, Advances in Mathematics Education, 147-162 Springer: Switzerland

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Creative Pedagogies and Learning Ecologies Project

The January Project Newsletter is now available on the Creative Pedagogies and Learning Ecologies page.

We have updated Issue 7 of Creative Academic Magazine containing four new articles.

We welcome further contributions for the February, March and April issues of the magazine. We are particularly interested in pedagogic practices that involve inquiry-, project-based learning and maker spaces but we are open to any forms of active learning.

We are particularly interested in the signature pedagogies of disciplines and how the affordances they create for creativity in disciplinary contexts for learning.

There are now 60 subscribers in our project network and we welcome anyone who is interested in these ideas. Please visit the project web page to find out more.

warm regards
Norman & Chrissi
Creative Academic Co-Founders & Project Facilitators

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The latest #creativeHE course and discussion on creativity in higher education learning begins today - January 16th 2017.. We are a friendly open community please join us if you can and share your perspectives..

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Wishing all members of the Creative Academic Community a healthy, happy and creative 2017. I look forward to the conversations we will have in 2017

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What motivational forces encourage creativity?

One of the most important jobs of a teacher who is aiming to encourage learners to use their creativity is to establish a climate that motivates learners to be creative. More specifically, a climate that enables learners to discover and harness their own intrinsic motivations.

The six C’s of motivation[1] choice, challenge, control (autonomy), collaboration, constructing meaning, and consequences (recognition) have the potential to encourage students' intrinsic motivations for creative work.

Q What motivational forces encourage YOU to be creative?

[1] Wang, S. & Han, S. (2001). Six C's of Motivation. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
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