Creativity: Can It Be Taught? The Case of Engineering Education

Sören Törnkvist

44 citations0/0 files storedEuropean Journal of Engineering Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Creativity in Education and Neuroscience Design Education and Practice Engineering Education and Pedagogy

Abstract

Summary Creativity in higher education is analyzed as an intentional act and related to a number of ideas from cognitive psychology. It is claimed that the culture of engineering education entails a too narrow view on creativity and is based on outdated learning theories. The deeper philosophical implications of creativity, i.e. the quest for meaning, will have to be readdressed if engineering education is to prepare its graduates for future tasks.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 44 citations exist upstream.

References

1989Situated Cognition and the Culture of Learning 2015Democracy and Education 1917Democracy and Education.1997Aramis or the love for technology 1985‘Surely You're Joking, Mr Feynman!’ Adventures of a Curious Character 1994Knowledge In Motion: Space, Time And Curriculum In Undergraduate Physics And Management 1995Teaching and research: Establishing the vital link with learning 1994Constructivism, Socioculturalism, and Popper's World 3

Cited by

2018Supporting Creative Teaching and Learning in the Classroom: Myths, Models, and Measures 2013Extending realities: creativity, artistry and technology

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.