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Over the centuries, philosophers and researchers with different disciplinary backgrounds have debated how creativity is most appropriately conceptualized. There is agreement that fundamentally creativity involves framing new approaches or new questions that enable transition from what is to what might be, and that generation of outcomes (ideas or products) that are considered inherently novel and original are manifestations of creativity. It can also involve framing new questions, generating new ideas, and reflection on both. In this entry, the analysis of creativity that is presented is informed by research in the arts, social sciences, and computational science, and the implications for educational theory and practice are discussed.

Manifestations of creativity can be arranged on a continuum. One end denotes low originality and low impact, or “little-c” creativity ...

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