Abstract
Background
Over the past century, the role of creativity in teaching and learning has been interpreted in many ways, leading to often conflicting discipline-specific definitions, measurements, and pedagogical applications.
Purpose/Objective
This issue takes on the perspective of creativity as ubiquitous, and follows that line of inquiry in its psycho-social manifestations, its application in innovative educational settings, and the persistence through which ideas and imagery become active forces for transformation and social change.
Research Design
As an introduction to the issue, this article summarizes and articulates the relatedness between scholars within a variety of educational fields.
Conclusions/Recommendations
When viewed as ubiquitous, creativity can be a lens through which to interpret learning as a transformational experience, where the learner resources the social and physical environment to move from not knowing to knowing. Motivating such transformation are (a) the ability to identify what is not known, (b) the juxtaposition of difference to reveal alternate ways of knowing, and (c) the openness to possibility and willingness to explore.
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