This article focuses on the connections between the cognitive dimension of human meaning-making and creativity, using a metaphor from the artistic process of additive sculpture as a framework. The author weaves together various theoretical perspectives about cognition and creativity and shares the promise of recognizing the nexus of these notions for promoting students’ learning and development. Implications for human agency, teaching and learning in higher education, and future research are discussed to promote understanding of these complex ideas and inspire the reform of practice in postsecondary contexts.
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