Peter Merrotsy

Tolerance of ambiguity: A trait of the creative personality?

reasoning ability. Journal of Abnormal and Social Psychology, 47, 526–530. Piirto, J. (2011). Creativity for 21st century skills: How to embed creativity into the curriculum. Rotterdam, The Netherlands: Sense

A Note on Big-C Creativity and Little-c Creativity

The University of Western Australia, AustraliaAs Runco and Jaeger (2012) suggested, Corrections inthe CRJ ensure that due acknowledgement is affordedto those who have gone before. This note corrects anoversight commonly found within the creativity litera-ture when authors distinguish between Big-C Creativityand little-c creativity.In their article exploring the various causes for theperceived, or perhaps evident, lack of originality in pro-grams that claim to enhance creativity, Plucker andBeghetto (2003, p. 219) placed the blame, first, but onequal footing with the concentration of research oninnovation and the ‘‘obsession’’ with the divergentthinking of psychometric approaches, on ‘‘the overem-phasis and misunderstanding of ‘Big C’ creativity, whichleads to the creation of damaging stereotypes and mythsabout creativity....The creativity literature offers littlesupport that Big C Creativity exists, let alone that itcan be taught.’’ One of their concerns, of course, is thatBig-C Creativity ‘‘detracts attention from little c creativ-ity’’ (Plucker & Beghetto, 2003, p. 221), which runs therisk of ‘‘excluding consideration of creative potentialand more subjective forms of creative experience’’(Kozbelt, Beghetto, & Runco, 2010, p. 24). Here, onthe one hand, Plucker and Beghetto (2003; cf. Kaufman& Beghetto, 2009) were referring to Big-C Creativity asthe kind of clear-cut, genius-level creativity that isreserved for the eminent and the great. On the otherhand, little-c creativity refers to the everyday, common,or garden-variety creativity that may be found in mostpeople, a kind of creativity that is far more ambiguous,and far less remarkable, perhaps, than Big-C Creativity.Oneresponsetotheproblem,presentedintheseterms,is to erect other constructs or categories of creativity, asBeghetto and Kaufman (2007) did in their argumentfor mini-c creativity, and as Kaufman and Beghetto(2009) did in their argument for Pro-c creativity, orprofessional-level expertise, as an element of their FourC model of creativity. Mini-c creativity, for example,

Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration

Abstract This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland and to consider how the beliefs and attitudes of primary school stakeholders were reflected in the production of their school gifted education policies. Attitudes and perceptions of principals and teachers at four Queensland primary schools are reported in this article. The major findings indicated that while reported attitudes towards acceleration and ability grouping were fairly positive overall, educators are still concerned about the possible adverse effects of grade-skipping on students’ social and emotional development, and the connotations of elitism associated with full-time models of ability grouping. However, teachers’ knowledge and awareness of the affective characteristics of gifted students did not appear to influence their attitudes or beliefs regarding acceleration and ability grouping.

Cultural and Social Capital and Talent Development: A Study of a High-Ability Aboriginal Student in a Remote Community.

Abstract During the course of a school year, a study was conducted on the cultural context, the social milieu and the personal characteristics of a high ability Aboriginal student in a remote community in Canada. Using the lenses of cultural capital, social capital and human capital, the study explores the development of the student’s talent through his family life, his involvement in the community and his educational experiences. The study emphasises the enormous advantage in developing high potential into high achievement if human capital is supported by strong cultural and social capital.

A chaos of delight: a response to Hisham Ghassib

Professor Ghassib is a (theoretical) physicist who is internationally acclaimed as a writer in scientific thinking, philosophy, and Arabic culture. His publications reflect an academic career of advocating for progress in science, and a long-term commitment to interpreting the development of scientific thinking through a Marxist lens. In this paper (Where does creativity fit into a productivist industrial model of knowledge production?) Ghassib (2010) explores the epistemological ramifications of science becoming a major industry, which is generally called the knowledge industry. In particular, he proposes a ‘productivist industrial model’ of scientific practice and knowledge production, at the heart of which are placed the related processes of creativity and innovation. The model is ‘productivist industrial’ in the sense that the productive sites, the producers, the raw material, the means of knowledge, the methods of production and the uniqueness of the product can all be defined, detailed and located. However, it does differ from typical industrial processes in so far as the product is not pre-determined, for such is the nature of creativity and innovation.

Through the Dąbrowski Lens: A Fresh Examination of the Theory of Positive Disintegration

Dąbrowski’s theory of positive disintegration is an emotion-centered, nonontogenetic, five-level theory of personality development where the experience of all emotions is essential for the process of growth. In this article, we examine the complexities of the three factors of development, which are essential to the notion of development within the theory of positive disintegration. We elaborate on the relationships between these factors, depict the processes and interactions in a new graphical framework, provide associated explanations, and support these by additional references to Dąbrowski’s original writings.

You Turn up the First Day and they Expect You to Come Back! Gifted Students' Perspectives on School and Being Smart

Abstract This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland, and to consider the attitudes and perceptions of a range of different stakeholders, including teachers, parents and students. The perspectives of students towards their school and being smart are reported in this paper. The major findings suggested that while students reported being relatively satisfied with their schools, a significant number were concerned about being teased because of their academic ability and achievements. Implications for practice and directions for further research are suggested.