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Darwinian Creativity in the Classroom?

机译:课堂上的达尔文创意?

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The present article considers the debate between Darwinian and non-Darwinian accounts of creativity from the perspective of little-c (or everyday) creativity. Specifically, the basic arguments found in both positions are highlighted by juxtaposing Simonton's (this issue) empirical analysis of Picasso's Guernica sketches with Weisberg's and Hass's (this issue) analysis. Unresolved issues in this debate are identified and discussed. The body of the article is focused on developing an argument for how these lingering issues might be addressed by expanding empirical studies of Big C (eminent) creative processes to include little c (or everyday) levels of creative magnitude.
机译:本文从Little-C(或日常)创造力的角度考虑了达尔文式和非达尔文式的创造力之间的争论。具体而言,通过将西蒙顿(本期)对毕加索的格尔尼卡草图的实证分析与韦斯伯格和哈斯(本期)分析并列,突出了这两个立场中的基本论点。确定并讨论了这场辩论中未解决的问题。本文的主体侧重于提出一个论点,以探讨如何通过扩大对大C(杰出)创作过程的实证研究来解决这些挥之不去的问题,以包括很少的C(或每天)的创作水平。

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