The creativity of Italian Educational System

Creativity Creativity can be defined on a variety of levels: cognitively, intellectually, socially, economically, spiritually https://www.education.com/reference/article/towards-definition- creativity/

Creativity and cognitive abilities Two types of thinking process: divergent and convergent thinking (Guilford, 1950) Creative process can be explained by reference to increasingly well- understood underlying mental abilities (Haring-Smith, 2006; Kim, 2006; Sawyer, 2006; Kaufman and Sternberg, 2007) and cognitive processes (Simonton, 2004; Diamond et al., 2007; Vandervert et al., 2007) such as: Attention Imagination Categorization of objects Memory processes

Creativity and cognitive abilities Creative thinking is also metaphorical thinking and analogical thinking The essential element of creative thinking is overcoming rigid habits and attitudes Creative thinking is the active approach to the problem, often resulting in its far-reaching modification. Creative thinkers will not accept the problem as it was formulated. they try to simplify, redefine, re-create, sometimes even replace the problem with another problem Important part of creative thinking is in fact the search for a problem

Cognitive processes are considered to be a fundamental component of the creative process. Traditionally “thinking” was considered the most important cognitive process involved. J. P. Guilford for that matter characterized two types of thinking process – divergent thinking and convergent thinking (Guilford, 1950). Convergent thinking involves aiming for a single, correct solution to a problem, whereas divergent thinking involves creative generation of multiple answers to a set problem.

The main conclusion from many psychology works is that creativity is not some single hard-to- measure property or act. There is ample evidence that the creative process requires both divergent and convergent thinking and that it can be explained by reference to increasingly well-understood underlying mental abilities (Haring-Smith, 2006; Kim, 2006; Sawyer, 2006 ; Kaufman and Sternberg, 2007) and cognitive processes (Simonton, 2004; Diamond et al., 2007; Vandervert et al., 2007) - such as attention, imagination, categorization of objects or memory processes. Increasingly, attention is also paid to metacognitive processes, supervision and control of other cognitive processes. What is more, creative thinking is also metaphorical thinking and analogical thinking. It is also emphasized that the essential element of creative thinking is overcoming rigid habits and attitudes. Hence one of the essential features of creative thinking is the active approach to the problem, often resulting in its far-reaching modification. Creative thinkers will not accept the solution of the problem as it was formulated. On the contrary, they try to simplify, redefine, re- create, sometimes even replace problem with another problem. It is emphasized that the essential part of creative thinking is in fact the search for a problem.

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Towards system of creativity in education According to international education expert Sir Ken Robinson, the creative process involves being imaginative, creative and innovative - three distinct but related concepts. See - Imagination, Seeing something in the mind's eye Think - Creativity, Using imagination to solve problems Produce - Innovation, Applying creative ideas and implementing solutions

Differentiation Creativity involves two processes: thinking, then producing.  Innovation is the production or implementation of an idea.  If you have ideas, but don't act on them, you are imaginative but not creative.

Creative system of education   Integrating creativity education into arts, academic, and training programs can help learners develop their creative capacities— the skills and attitudes that contribute to imaginative, creative, and innovative thinking. The creative process often involves: - identifying a problem, - exploring multiple solutions, - and accepting the risk of failure as the best solution emerges. A base of disciplinary knowledge enables creative work.

Skills Inquire Find, Frame, and Solve Problems Integrate Ideas  Pose questions that arise from curiosity. Find, Frame, and Solve Problems Identify, articulate, and solve problems. Integrate Ideas See patterns, find relationships, and make connections among ideas. Think Critically Question, analyze, and synthesize ideas. Reflect             Contemplate and evaluate ideas. Take Action Initiate action and follow through in bringing ideas to fruition. Collaborate Work productively with others to bring ideas to fruition. Communicate Express ideas in a variety of ways using a variety of media.

Attitudes Curious Risk-taker Flexible and adaptable Comfortable with ambiguity Comfortable with more than one right answer Open and responsive to diverse perspectives

Culture of a Creative Environment The creative environment is welcoming; it is a place where learners feel safe in taking risks. A sense of community and teamwork exists among learners. Curiosity is encouraged and respected as an important first step in learning.  Learning is situated in an authentic context and work is focused on important learning goals. Inquiry and investigation are important components of the learning process, as the outcomes of creative work are often unknown at the beginning of a project. Time is allowed for ideas to incubate. Ideas are challenged. Diverse perspectives are welcomed and explored to deepen and strengthen the creative process and products of creativity. “Mistakes” are viewed as a normal part of the learning process and viewed as opportunities to improve. Project-based learning is common; learners often explore open-ended problems. There is an excitement about learning; learners take ownership of their work. 

The Physical Environment The physical learning environment allows for flexibility so learners can work alone, in small groups, and in larger groups. Creative work is visible, communicating the importance of process and production. The environment itself is stimulating and may serve as a provocation for questions and investigations. Learning often extends beyond the confines of the physical environment.