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The Two‐Factor Conceptualization of Creativity Stimulation *

The Two‐Factor Conceptualization of Creativity Stimulation * Over the last twenty years, many books and numerous articles have been written with the expressed intent of teaching people how to become more creative problem-solvers (Osborn, 1953; Gordon, 1961; Haefele, 1962; deBono, 1967; Zwicky, 1969; Maier, 1970; Prince, 1970; Davis & Scott, 1971; Koberg & Bagnall, 1972; Adams, 1974; Delbecq, VandeVen & Gustafson, 1975; Stein, 1975). Despite substantial advancement in the development of ideas and the collection of research evidence, the field is still lacking an integrated conceptualization of creativity stimulation. As a result, practitioners remain confused as to how, where, and when they should encourage creativity. An integrated conceptualization of creativity stimulation should not only carefuUy define what is meant by creativity but also provide an interpretation of the creative process consistent with that definition. An integrated conceptualization of creativity stimulation should suggest the employment of several techniques for stimulating creativity rather than only one or two. This conceptual framework should provide an understanding of how and why creativity stimulation techniques enhance the creative process. Furthermore, a conceptualization of creativity stimulation should describe the domain of problems to which creativity stimulation techniques are applicable as wellas make suggestions as to when the techniques should be applied. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Creative Behavior Wiley

The Two‐Factor Conceptualization of Creativity Stimulation *

McMULLAN, W. E.
The Journal of Creative Behavior , Volume 11 (4) – Dec 1, 1977
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References (24)

Publisher
Wiley
Copyright
1977 Creative Education Foundation
ISSN
0022-0175
eISSN
2162-6057
DOI
10.1002/j.2162-6057.1977.tb00639.x
Publisher site
See Article on Publisher Site

Abstract

Over the last twenty years, many books and numerous articles have been written with the expressed intent of teaching people how to become more creative problem-solvers (Osborn, 1953; Gordon, 1961; Haefele, 1962; deBono, 1967; Zwicky, 1969; Maier, 1970; Prince, 1970; Davis & Scott, 1971; Koberg & Bagnall, 1972; Adams, 1974; Delbecq, VandeVen & Gustafson, 1975; Stein, 1975). Despite substantial advancement in the development of ideas and the collection of research evidence, the field is still lacking an integrated conceptualization of creativity stimulation. As a result, practitioners remain confused as to how, where, and when they should encourage creativity. An integrated conceptualization of creativity stimulation should not only carefuUy define what is meant by creativity but also provide an interpretation of the creative process consistent with that definition. An integrated conceptualization of creativity stimulation should suggest the employment of several techniques for stimulating creativity rather than only one or two. This conceptual framework should provide an understanding of how and why creativity stimulation techniques enhance the creative process. Furthermore, a conceptualization of creativity stimulation should describe the domain of problems to which creativity stimulation techniques are applicable as wellas make suggestions as to when the techniques should be applied.

Journal

The Journal of Creative Behavior – Wiley

Published: Dec 1, 1977

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