Any effort to clarify the meaning of creativity, although productive, risks limiting this important concept to a singular definition at the exclusion of other valuable interpretations. This article presents generative redefinitions of creativity by surveying a range of metaphors that are used to describe creativity. To explore the polysemic…

Complex dynamic systems (CDS) theory offers a powerful metaphorical model of applied linguistic processes, allowing holistic descriptions of situated phenomena, and addressing the connectedness and change that often characterise issues in our field. A recent study of Kenyan conflict transformation illustrates application of a CDS perspective. Key…

The instant availability of information has changed the paradigm of teaching. Whereas at one time teaching and learning was information being passed, memorized, and repeated, students can now find their own knowledge. Learning now consists of using information in creative ways and requires a shift in how students are taught. This is quite similar…

Knoblauch and Brannon might suggest I pry loose the grip that ancient rhetorical tradition has on my modern classroom, but I'm not convinced I can so easily abandon the ancient rhetoricians. Learning to embrace the different, more creative, and less frequently acknowledged elements of this tradition may be the way for me to go instead. The ancient…

Creativity has emerged in the focus of neurocognitive research in the past decade. However, a heterogeneous pattern of brain areas has been implicated as underpinning the neural correlates of creativity. One explanation for these divergent findings lies in the fact that creativity is not usually investigated in terms of its many underlying…

Critical creativity is a paradigmatic synthesis linking critical social science with creative and ancient traditions. Our haiku summarises the essence of this three part paper. "Heavy feet of stone" describes the rationale for our creation of critical creativity. "Seeking transformation" sets out the background and methodology for our inductive,…

Thirty-six children from grades K, three, and six rated their preferences of nine figures of speech after being administered standardized IQ and creativity tests. Children's appreciation of figurative language starts at a nonverbal creativity level but turns to operational reasoning and changes in cognitive development. (CE)

Presents the formula for writing poetry as containing three elements: the content of the poet's mind; the poetic medium--language; and the creative spark that fuses experience and language, or content and medium, into poetry. (MM)