| |
| | The Child's Right to Creative Thought and Expression |
 | | Indeed, from a sociological perspective, intellectual innovations are not properties of individuals or ideas, but rather of dynamic networks and organizations (Collins, 1998). |
 | | From a psychological perspective, high skill and low challenge leads to boredom (Csikszentmihalyi, 1996), a dynamic that helps to explain why so many highly creative adults were considered troublesome as schoolchildren. |
 | | This consequence is thought to occur in two major ways: partly by constraining the response (e.g., a student chooses a less innovative response to avoid rejection), and partly by diverting attention from the intrinsic rewards of the task (e.g., a student becomes focused on the prize instead of the process) (Joussement and Koestner, 1999). |
| www.acei.org /creativepp.htm (7324 words) |
|