Transliminality as a biological limitation to teach creativity. (June 2018)

• Record Type: Journal Article
• Authors: Feldges, Tom; Pieczenko, Sonia; Michael, Nathan
• Is Part Of: Thinking skills and creativity. Volume 28(2018)
• Page Start: 131
• Page End: 137
• Publication Date: 2018-06
• Subjects: Creativity education -- Creativity -- Transliminality -- Value-judgement; Thought and thinking -- Periodicals; Critical thinking -- Study and teaching -- Periodicals; Creative thinking -- Study and teaching -- Periodicals; Thinking -- Periodicals; Creativeness -- Periodicals; Teaching -- Periodicals; Pensée -- Étude et enseignement -- Périodiques; Créativité (Éducation) -- Étude et enseignement -- Périodiques; 370.15205
• DOI: 10.1016/j.tsc.2018.04.001
• Languages: English
• ISSNs: 1871-1871

Abstract

Highlights: The teaching of creativity becomes increasingly important. Creativity as a value based concept it difficult to link to a biological basis. Transliminality has a biological basis and is value-free and it correlates positively with Creativity. Using Transliminality as an underlying concept implies a wider biological basis of creativity. Abstract: In relation to attempts to educate learners to develop their creativity, we report about a small-scale empirical project (N = 29). The project aimed to establish a preliminary link between the concept of creativity and the concept of transliminality via experimentally assessed individual scores in both domains. The study found a significant positive correlation between both scores and we thus suggest that transliminality may be the foundational concept for creativity. As both concepts are associated with different brain-regions, we discuss the implication of these biological locations in terms of educational attempts to enhance creativity. We conclude that any creativity-education will work most successful in young learners.