However, creativity does not always lead to positive outcomes ( Clark and James, 1999 Cropley and Cropley, 2011 Harris and Reiter-Palmon, 2015 Ligon et al., 2017), and Carl (1954) illustrates the existence of another side of creativity. In other words, it is the study of the positive side of creativity ( Cropley et al., 2014). Scholarly research on creativity has mostly focused on the forms of creation and its originality and appropriateness ( Runco and Jaeger, 2012). In creativity education, it is largely the teacher who guides students through the creative process. The second aspect is the creation of a supportive environment, which can stimulate learners' motivation and creative behavior ( Torrance, 1995 Collins and Amabile, 1999 Hennessey, 2007 Lin, 2011). The first aspect is about teaching and learning, that is, how to provide creative and innovative educational practices that stimulate higher-level thinking and opportunities to explore multiple alternative solutions ( Cropley, 1992 Fryer, 1996 Lin, 2011). Creativity education consists of two main aspects. In the field of education there is a consensus almost unanimously that creativity can be taught ( Cropley, 1992 Runco and Chand, 1995 Amabile et al., 1996 Wilson, 2005 Baer and Kaufman, 2006 Kaufman and Beghetto, 2009). It is concluded from the intrinsic thinking logic of individual thinking as well as the temporal dimension of the individual creative process that value-added and intentions to exploit others are factors that drive the transformation of negative creative thinking into malevolent creative thinking, and personal intention is a vital factor for establishing a linkage between negative and malevolent creative thinking. However, they differ in terms of value goals, ways of thinking, and the scale of the subject. Both types of thinking share a value orientation, environmental stimulation, and subjective motivation. ![]() This study concludes that negative creative thinking is a kind of native thinking based on personal interests that are developed to emphasize the benefits of an individual's interests, while malevolent creative thinking is a kind of native thinking based on the value-added of personal interests and is deliberately harmful. ![]() ![]() To better demonstrate the bidirectional linkage mechanism of thinking between the two types, this paper constructed a model to describe the relationships between the variables. Following this, the preliminary theory was returned to the primary sources for validation, continuous optimization, and presentation. This paper uses qualitative research to identify and correlate an individual's concept of negative and malevolent creativity and uses a Inductive reasoning methodology to outline a preliminary theory. ![]() With the existing research available on negative and malevolent creativity, this paper proposes a more narrowly defined concept: the bi-directional relationship between negative and malevolent creative thinking, which is intended to clarify the way forward for research in the area of negative and malevolent creativity. 2School of Information Engineering, Shandong Vocational and Technical University of International Studies, Rizhao, China.1School of Music, Zhengzhou University, Zhengzhou, China.
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