Uncertainty: A Catalyst for Creativity, Learning and Development

Book Series Foreword
Acknowledgments
Contents
Chapter 1: Introduction
1.1 Overview
1.2 Understanding Uncertainty
1.3 Transforming Uncertainty into Creativity
1.4 Uncertainty and Creativity in Science and Mathematics
1.5 Uncertainty in Learning and Development
1.6 Transforming Education in Response to Uncertainty
Part I: Understanding Uncertainty
Chapter 2: Not Knowing
2.1 Introduction
2.2 Certain Knowing
2.3 Uncertain Not Knowing
2.4 Uncertain Knowing
2.5 Certain Not Knowing
2.6 The Creative Learning Process
2.7 Implications
References
Chapter 3: Uncertainty Makes Creativity Possible
3.1 Introduction
3.2 The Uncertainty Required for Creativity
3.3 Uncertainty in the Creative Process
3.4 Educational and Testing
3.5 Uncertainty as Motive
3.6 Liberalism and Conservatism
3.7 Future Studies
3.8 Conclusions
References
Chapter 4: Play, Reflection, and the Quest for Uncertainty
4.1 Introduction
4.1.1 John Dewey’s Ideas of Uncertainty
4.1.2 The Paradoxical Relationship of Uncertainty and Modern Education
4.2 Uncertainty and Surprise in the Predictive Mind
4.2.1 Play and Surprise in Predictive Minds
4.3 Play and Uncertainty in Education
4.3.1 Learner Agency, the Setting of Uncertainty and the Role of the Teacher
4.3.2 The Role of Reflection to Navigate and Share Uncertainties
4.4 Conclusion
References
Part II: Transforming Uncertainty into Creativity
Chapter 5: Beyond Tolerating Ambiguity: How Emotionally Intelligent People Can Channel Uncertainty into Creativity
5.1 Introduction
5.2 Emotions and Creativity
5.3 Using Emotions Wisely for Creativity
5.3.1 Emotional Intelligence and Creativity
5.3.2 Applying Emotional Intelligence to Uncertainty in the Service of Creativity
5.3.2.1 Uncertainty as a Signal of a Creative Opportunity
5.3.2.2 Uncertainty and Problem Construction
5.3.2.3 Uncertainty and Creative Idea Generation
5.3.2.4 Uncertainty and Evaluating Creative Ideas
5.3.2.5 Uncertainty and Creative Idea Execution
5.4 Teaching Emotional Intelligence for Creativity
5.4.1 The inspirED Process: Compassionate, Collaborative, Creative Change
5.5 Conclusion
References
Chapter 6: Living with Uncertainty in the Creative Process: A Self-Regulatory Perspective
6.1 Introduction
6.2 Exploring Creative Self-Regulation
6.3 Creative Self-Regulation and Self-Regulated Learning
6.3.1 Forethought: Process Expectations
6.3.2 Performance: Adjusting, Managing Goals and Emotion Regulation
6.3.3 Self-Reflection: Improving and Sharing Ideas
6.4 Creative Self-Regulation and Creative Behavior
6.5 How to Study and Support Creative Self-Regulation
6.6 Toward Improving Creative Self-Regulation by Wise Interventions
6.7 Future Directions
References
Chapter 7: The Uncertainty of Creativity: Opening Possibilities and Reducing Restrictions Through Mindfulness
7.1 Introduction
7.2 The Role of Uncertainty and Creativity in Learning
7.3 Mindfulness: Bridging Between Uncertainty and Creativity
7.3.1 Research Outcomes Related to Mindfulness and Creativity
7.3.2 Mindfulness, Creativity, and the Self: Moving into Wholeness
7.3.3 Mindfulness, Creativity, and Uncertainty: How Mindfulness Engages Hindrances
7.4 Mindfulness, Creativity, and Uncertainty in Education
7.4.1 Allowing Uncertainty Without Judgment
7.4.2 Managing Uncertainty in Schools
7.4.3 Strategies for Teaching and Learning Mindfulness
7.4.3.1 Practicing in the Moment Awareness with Meditation Moments
7.4.3.2 Coloring Mandalas
7.4.3.3 Saying Positive Affirmations
7.4.3.4 The Voice of Judgment
7.5 Getting Started: Suggestions and Implications
7.6 Conclusion
References
Chapter 8: From Uncertainty to Insight: An Autocatalytic Framework
8.1 Introduction
8.2 The Relationship Between Uncertainty and Insight
8.2.1 Analogy and Cross-Domain Transfer
8.2.2 Self-Organized Criticality
8.3 Reflexively Autocatalytic and Foodset Generated (RAF) Networks
8.3.1 Rationale for the Approach
8.3.2 Autocatalytic Networks
8.3.3 Hierarchical RAF Structure
8.4 Application of RAF Networks to Creative Cognition
8.5 Modelling Insight
8.5.1 Cross-Domain Transfer in Discovery by Analogy
8.6 Collaborative Learning Environments as Higher-Level RAFs
8.7 Insights Arising from a Continuous Process
8.8 Discussion and Conclusion
8.8.1 New Directions and Testable Predictions
Appendices
Appendix A: Glossary of Terms and Acronyms
Appendix B: Acronyms
References
Part III: Uncertainty and Creativity in Science and Mathematics
Chapter 9: Grasping the Uncertainty of Scientific Phenomena: A Creative, Agentic, and Multimodal Model for Sensemaking
9.1 Introduction
9.2 Sources of Uncertainty in Science Learning
9.2.1 Uncertainty As Space for Students’ Funds of Knowledge
9.2.2 What Is The Nature of the Problem?
9.3 The GrASSP Framework
9.3.1 Why Agency for Scientific Sensemaking?
9.4 Why Creative Learning and Metacognition?
9.4.1 Why Multimodal Modeling, Scientific Phenomena, and Metaphor?
9.4.1.1 Scientific Sensemaking
9.4.1.2 Linguistic Metaphor
9.4.1.3 Embodied, Gestural Modalities
9.4.1.4 Three-Dimensional Construction
9.5 Using Multimodal Sensemaking as Formative Feedback
9.6 The GrASSP Framework Embedded in a Science Unit
9.7 Future Directions
References
Chapter 10: The Relationship of the Five Legs of Creativity Theory and Uncertainty in the Generation of Mathematical Creativity
10.1 Introduction
10.2 The Five Legs of Creativity Theory
10.2.1 Iconoclasm
10.2.2 Impartiality
10.2.3 Investment
10.2.4 Intuition
10.2.5 Inquisitiveness
10.3 The Relationship of the Five Legs Theory of Creativity to Uncertainty
10.4 Costs and Benefits Associated with Uncertainty in Educational Settings
10.5 Practical Implications of Uncertainty Plays in Creativity and Learning
10.6 Needed Directions for Future Work in Uncertainty and Creativity
10.7 Applications to Educators
10.8 Conclusion
References
Chapter 11: Engineering Uncertainty in the Mathematics Classroom: Implications for Classroom Tasks and Learning
11.1 Introduction
11.2 Engineering Uncertainty in Mathematics: A Study of Contrasts
11.3 Engineering Uncertainty in a Mathematics Classroom
11.3.1 The Measurement Problem
11.3.2 Sources of Uncertainty and Determining Certainty
11.3.3 What About Creativity?
11.4 The Catalysts of Creativity
11.5 Coda
References
Part IV: Uncertainty in Learning and Development
Chapter 12: Do Children Think Alea Iacta Est?: Developing Concepts of Uncertainty in Causal Reasoning
12.1 Introduction
12.2 Early Emerging Statistical Learning Capacities
12.3 The Slow Emergence of Explicit Probabilistic Reasoning
12.4 The Importance of Mechanism
12.5 Probability vs. Uncertainty
12.6 Do Children Think the Die Is Cast?
Appendix: Summary of the Key Learning Mechanisms Discussed in This Chapter
References
Chapter 13: Getting Comfortable with Uncertainty: The Road to Creativity in Preschool Children
13.1 Introduction
13.1.1 Chapter Aims
13.2 Defining and Measuring Creativity
13.3 Creativity in Preschool Children
13.4 Building the Base of the Creativity Model: Linking Uncertainty with Curiosity and Exploration
13.4.1 Uncertainty
13.4.2 Curiosity
13.4.3 Exploration
13.5 Uncertainty as a Foundation of Curiosity, Exploration, and Creativity with Preschool Children
13.5.1 Are Young Children Aware of Their Own Uncertainty?
13.5.2 Responding to Uncertainty
13.5.2.1 Explanation
13.5.2.2 Exploration
13.5.2.3 From Exploration to Creativity
13.6 Connecting the Dots: Uncertainty during Play Cultivates Creativity
13.7 Existing Challenges to the Creativity Model: How Some Education Systems Dampen Uncertainty and Play
13.8 Conclusion
References
Chapter 14: Developing Intellectual Character: An Educational Perspective on How Uncertainty-Driven Curiosity Can Support Learning
14.1 Introduction
14.2 Curiosity as Intellectual Character
14.3 Why Curiosity Matters
14.4 Uncertainty-Driven Curiosity and Other Intellectual Character Virtues
14.4.1 Open-Minded Thinking and Intellectual Courage
14.4.2 Critical Thinking
14.5 The Development of Curiosity and Potential Challenges to Curiosity-Driven Learning
14.6 What Comes Next for Education Practice and Research?
References
Chapter 15: (Un)Certain Relation Between Social Validation and Creators’ Self-Concept
15.1 Introduction
15.2 Necessity of Social Validation in Professional and Eminent Creativity
15.3 Uncertainty in Creativity Social Validation
15.4 Uncertainty of Social Validation and Creators’ Self-Concept
15.5 Summary
References
Part V: Transforming Education in Response to Uncertainty
Chapter 16: Exploring Uncertainty by Groaning in the Groan Zone: A Pattern for Emergent Conversation and Learning
16.1 Introduction
16.2 Introducing the Groan Zone
16.2.1 Facilitating the Groan Zone
16.3 Inside the Groan Zone – Uncertainty Field Books
16.3.1 Entering the Groan Zone
16.3.2 Creating a Container of Trust
16.3.3 Questions of Curiosity in the Groan Zone
16.4 Omitting Verbal Feedback and Creating a No-Free Zone
16.5 Propositions and Practical Applications – Promoting Discomfort, Disruption and Interruption
References
Chapter 17: Creatively Confronting the Adjacent Possible: Educational Leadership and the Fourth Industrial Revolution
17.1 Introduction
17.2 Looking Back, to Look Forward (Through a Lens Darkly)
17.3 Coming Soon, to a World Near You: The Fourth Industrial Revolution
17.3.1 Three Pressing Challenges
17.4 Imagining Educational Leadership for a VUCA World
17.5 One Possible Solution: Futures Thinking
17.5.1 Futures Thinking in Practice
17.6 Summary
References
Chapter 18: Learning in An Uncertain World: Transforming Higher Education for the Anthropocene
18.1 Learning in an Uncertain World
18.2 Uncertainty in the Anthropocene
18.3 Building Higher Education for the Uncertainty of the Anthropocene
18.4 Skills and Knowledge for the Uncertainty of the Anthropocene
18.5 Uncertainty and Pedagogy
18.6 Evolving Beyond Industrialism Through the Creative Humanities
18.7 Equipping Young Learners for Transformed Higher Education
18.8 Transforming Higher Education as Existential Imperative
References