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Comment and Reflection
Beth A. Hennessey
Educational Psychology Review
Vol. 7, No. 2, Toward an Educational Psycholoy of Creativity, Part I (June 1995), pp. 209-213
Published by: Springer
Stable URL: http://www.jstor.org/stable/23359328
Page Count: 5
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Each paper in this section explores aspects of the classroom environment that promote creativity. While the commonalities might appear to end there, there emerges at least one unifying theme. The lesson to be learned is that motivation plays a central role in the creative process. It all boils down to a question of control. Students must be allowed to gain a certain degree of autonomy. Recommendations are offered to teachers wishing to shape a classroom situation conducive to creativity. In addition, suggestions are made as to how my colleagues and I might learn from one another. No single investigative or theoretical orientation can carry the day. Attention must be paid to all aspects of the classroom environment if researchers and educators are to make substantial strides in fostering students' creativity.
Educational Psychology Review © 1995 Springer