Creativity, Wisdom, and Trusteeship

Anna Craft is Professor of Education at the University of Exeter, England, where she leads the CREATE research cluster. She is also Reader at The Open University, England, and Director of The Open Creativity Centre. She is founding Co-Editor Thinking Skills and Creativity (Elsevier) and founding Co-Convenor of the British Educational Research Association Special Interest Group, Creativity in Education. She holds a Visiting appointment at Harvard University and has held visiting appointments at Hong Kong Institute of Education. Her most recent books include Creative Learning 3-11 and how we document it (Trentham Books, 2007), Creativity in Schools: Tensions and Dilemmas (Routledge, 2005), Creativity and Early Years Education (Continuum, 2002), Creativity Across the Primary Curriculum (RoutledgeFalmer, 2000). Her empirical work, informed by constructivist and socio-cultural views of learning, seeks to impact practice, policy and theory.Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He is a leading thinker about education and human development; he has studied and written extensively about intelligence, creativity, leadership, and professional ethics. Gardner’s most recent books include Good Work, Changing Minds, The Development and Education of the Mind and Multiple Intelligences: New Horizons. His latest book Five Minds for the Future was published in April 2007. Guy Claxton is Professor of the Learning Sciences at the University of Bristol Graduate School of Education, where he directs the research initiative on Culture, Learning, Identity and Organisations (CLIO). His books include The Wayward Mind: An Intimate History of the Unconscious (2005), Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education (2002, co-edited with Gordon Wells), Wise Up: Learning to Live the Learning Life (1999) and the best-selling Hare Brain, Tortoise Mind: Why Intelligence Increases When You Think Less (1997). His current work focuses on the development of infused approaches to the cultivation of positive lifelong learning dispositions in schools. The resulting ′Building Learning Power′ approach has influenced practice in schools throughout the UK, Australia and New Zealand.

"The contributors′ thoughts about the importance of a disciplinary framework as a necessary foundation for building greater creative and intuitive insight are so true. Their examples of the artist’s performance as being an ′interplay between the intuitive and the conscious′ are wonderful. I also appreciated the discussions on the importance of collegial work and empathy."

• AcknowledgmentsAbout the EditorsAbout the Contributors1. Nurturing Creativity, Wisdom, and Trusteeship in Education: A Collective Debate - Anna Craft, Howard Gardner, Guy ClaxtonPart One: Stimulus Chapters on Creativity, Wisdom, and Trusteeship2. Tensions in Creativity and Education: Enter Wisdom and Trusteeship? - Anna Craft3. Wisdom: Advanced Creativity? - Guy Claxton4. Creativity, Wisdom, and Trusteeship - Howard GardnerPart Two: Response Chapters on Creativity, Wisdom, and Trusteeship5. Creative Wisdom: Similarities, Contrasts, Integration, and Application - Dean Keith Simonton6. Creativity and Wisdom: Are They Incompatible? - David Henry Feldman7. How Are We Disposed to Be Creative? - Jonathan Rowson8. Good Thinking: The Creative and Competent Mind - Helen Haste9. Creativity, Wisdom, and Trusteeship: Niches of Cultural Production - Patrick Dillon10. Wise Creativity and Creative Wisdom - Hans Henrik Knoop11. Creativity and Wisdom - Christopher Bannerman12. Leadership as a Basis for the Education of Our Children - Robert J. Sternberg13. Liberating the Wise Educator: Cultivating Professional Judgment in Educational Practice - Dave TrotmanPart Three: Synthesizing Creativity, Wisdom, and Trusteeship14. Concluding Thoughts: Good Thinking — Education for Wise Creativity - Guy Claxton, Anna Craft, Howard GardnerIndex