Browsing by Subject "Creative thinking"

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    African creative futures: mainstreaming creativity in the South African skills ecosystem
    (2025) Arendse, Beth; Hall, Martin
    Creative future skills will be essential for Africa and South Africa, driving economic development, innovation capacity, and the ability to respond to the evolving socio political environments of the Fourth Industrial Revolution (4IR) era. This study explores opportunities for developing creativity and creative thinking, key future skills, within South Africa's current 4IR planning. Using an exploratory qualitative approach, the research examines how creativity is experienced and understood, alongside the social and cultural factors influencing creative thinking, through three distinct lenses: educators, skills ecosystem managers, and youth. The study aims to understand how creativity is experienced, taught, and implemented and its wider application within South Africa's skills ecosystem, in the context of ongoing 4IR planning. It investigates the current approaches to creative education in South Africa and identifies key social and cultural factors shared by South African educators, skills ecosystem managers and youth that can guide the implementation of creative education. Furthermore, it seeks to demonstrate potential reforms in creative education through an appropriate praxis model.
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    The effects of a dreamwork technique on creative potential
    (1988) Katz, Linda; Faber, Phillip
    The aim of this study is to determine whether an awareness of unconscious processes, as elicited by a dreamwork technique, will increase creative potential. In the present investigation, 54 undergraduate students were randomly divided into three groups. Each group was tested for creativity on two measures: (1) The Torrance Tests of Creative Thinking, and (2) The Rorschach Test (movement response). For three weeks all subjects completed a dreamwork assignment, which was systematically varied across the three levels of the independant variable. The experimental group recorded their dreams daily, and answered questions on a dreamwork questionnaire designed to stimulate associations and amplifications to dream imagery (Group A). One control group recorded their dreams and performed a logical task on their content (Group B), while the other control group collected dreams from other people, and performed the same logical task on their content (Group C). It was hypothesized that those subjects who had an opportunity to work with and amplify the unconscious imagery occurring in their dreams would be more likely to increase in their creative potential, than those subjects who did not have this opportunity. Each subject met weekly with the experimenter for supervisory and motivational purposes. At the end of the study all subjects were retested with a parallel version of the Torrance and the Rorschach. Scoring on the Torrance yielded ten different measures, and six measures on the Rorschach. Using a two-way analysis of variance of repeated measures, no significant changes occurred on the Rorschach scores, but on the Torrance Tests, highly significant changes took place in Figural measures of Fluency, Originality, Elaboration and Figural Totals, as well as highly significant increases on all four verbal measures of Fluency, Flexibility, Originality and Verbal Totals. Since no interaction occurred, t-tests were performed, to discover that the increases in creativity on the Torrance occurred not only to experimental subjects in Group A, but also to subjects in Group C. These findings are discussed in relation to previous theoretical and empirical work on the creative process, and it is suggested that the increase in creativity, as measured by a divergent thinking test battery (Torrance Tests of Creative Thinking), was produced, not by the actual content of the tasks involved, but by the establishment of a problem-solving mind set.