Definition of Cognitive Creativity
Cognitive creativity in my own words is the process by which an individual generates information-based ideas which are then organized and reconstructed thus creating more ideas that occur through cognitive processing.
With that being said, Piaget has been criticized for his lack of attention to creativity; however, in carefully reviewing his perspective he clearly identifies cognitive development as a creative process. According to Stoltz, Piske, defátima Quintal de Freitas, D’Aroz, and Machado (2015), Piagetian perspective submits that the process of finding new ideas is dependent upon the notion of not first exploring the subject, but instead allowing ideas to flow. The fluidity of ideas is the embodiment of creativity or the “ability to produce work that is both novel and appropriate” (Megalakaki, Craft, & Cremin, 2012). Taking it a step further Piaget supports the idea that creative imagination can be perceived through the use of novelties as a starting point which can then only progress if integrated through rational logical thought (Stoltz et al., 2015).
In regard to Lev Vygotsky the focus in terms of creativity is characteristically defined through human condition (Stoltz et al., 2015). Vygotsky also submits that the cognitive creativity process is one of the most crucial processes because it prompts expression of consciousness, thought, and language in an individual (Stoltz et al., 2015). According to Puryear (2016), there is also a focus on the development of creative imagination as it relates to cognitive processing which provides the perspective that questions how an individual can learn to maximize their creative potential.
Differences in Perspective
The major differences between Vygotsky’s perspective and Piaget’s perspective is the fact that Piaget’s views involve “more asynchrony and overlap in developmental processes” which makes an argument that the lack of distinct steps is closely aligned with a linear view of Piagetian stages (Puryear, 2016). Another major distinction between the two is the fact that Vygotsky’s perspective is less concerned with empirical findings that outline outcomes, but instead is more concerned with providing an anchor in which exploration and investigation of creative potential can occur (Puryear, 2016).
Megalakaki, O., Craft, A., & Cremin, T. (2012). The nature of creativity: Cognitive and confluence perspectives. Electronic Journal of Research in Educational Psychology, 10(3), 1035–1055. Retrieved from http://investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?775
Puryear, J. S. (2016). Inside the Creative Sifter: Recognizing Metacognition in Creativity Development. Journal of Creative Behavior, 50(4), 321–332. https://doi:10.1002/jocb.80
Stoltz, T., Piske, F.
H. R., de Fátima Quintal de Freitas, M., D’Aroz, M. S., & Machado, J. M. (2015). Creativity in Gifted Education: Contributions from Vygotsky and Piaget. Online Submission, 64–70. Doi: 10.4236/ce.2015.61005
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