To see the other types of publications on this topic, follow the link: Torrance's Ideal.
Journal articles on the topic 'Torrance's Ideal'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 21 journal articles for your research on the topic 'Torrance's Ideal.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Paguio, Ligaya Palang, Patsy Skeen, and Bryan E. Robinson. "Perceptions of the Ideal Child among Employed and Nonemployed American and Filipino Mothers." Perceptual and Motor Skills 65, no. 3 (December 1987): 707–11. http://dx.doi.org/10.2466/pms.1987.65.3.707.
Full textAbstract:
This study examined differences in 64 American and 58 Filipino employed and nonemployed mothers' perceptions of the ideal child, measured on Torrance's Ideal Child Checklist. There were no differences in perceptions of the ideal boy and girl among these groups: however, significant differences were found in perceptions of the ideal girl between employed and nonemployed mothers, regardless of culture. Employed mothers desired the ideal girl to be more confident, aggressive, well-adjusted than did the nonemployed mothers. The implications of these findings are discussed.
2
Ohuche, Nancy M. "The ideal pupil as perceived by Nigerian (Igbo) teachers and Torrance's creative personality." International Review of Education 32, no. 2 (1986): 191–96. http://dx.doi.org/10.1007/bf00620387.
Full text
3
Kang, Chris. "Emptiness and Presence in a Non-substantialist Formulation of Trinitarian Doctrine." Journal of Reformed Theology 12, no. 2 (August 8, 2018): 127–42. http://dx.doi.org/10.1163/15697312-01202010.
Full textAbstract:
AbstractThis paper examines the ideas of emptiness (śūnyatā) and presence (svabhāva) in the discourses of Indian Madhyamika thinkers in comparison with the work of prominent Kyoto School philosopher and key figure in Buddhist-Christian dialogue, Masao Abe (1915–2006). Madhyamika’s negative dialectic and Abe’s oeuvre are applied to the trinitarian theology of Scottish theologian and churchman Thomas Forsyth Torrance (1913–2007), even as Torrance’s oeuvre is allowed to recast and illuminate notions of emptiness in light of the trinitarian faith. In this movement of ideas, the dynamic interpretations and reinterpretations of the doctrine of emptiness by Indian thinkers are brought to bear on Abe’s thought and, in turn, on Torrance’s trinitarian theology. In this way, the metaphysical basis of trinitarian doctrine is drawn into sharper focus even as an emptiness-based, non-substantialist, onto-relational theology of the Trinity emerges as a potentially viable account of the nature of the triune Godhead.
4
Caplinska, Aina, and Janina Stasane. "The Concept of Creativity in Entrepreneurship." Kwartalnik Nauk o Przedsiębiorstwie 51, no. 2 (July 12, 2019): 43–53. http://dx.doi.org/10.5604/01.3001.0013.2838.
Full textAbstract:
The aim of the article is to analyse the readiness of Daugavpils young people for entrepreneurship and to define the level of creative thinking. In 2016 the research “Readiness of Daugavpils youth for entrepreneurship” carried out based on the survey among Daugavpils young people showed that 54% of the respondents experience lack of ideas, which testifies to the fact that the young are not specifically creative. In 2017 the research into the creativity of Daugavpils youth was carried out with the use of E.P. Torrance test. According to the results of the research, Daugavpils youth in general think creatively within the normal limits, though there is also a big part of young people whose level of creative thinking according to E.P. Torrance test is lower than the norm.
5
Masten, William G. "Creative Self-Perceptions of Mexican-American Children." Psychological Reports 64, no. 2 (April 1989): 556–58. http://dx.doi.org/10.2466/pr0.1989.64.2.556.
Full textAbstract:
Responses from 96 ( M age: 11-yr.-old) Mexican-American children, 55 boys and 41 girls in Grades 3 to 8, on Something About Myself from the Khatena-Torrance Creative Perception Inventory showed they believed themselves to be talented in many different areas and to use original ideas to solve problems as well as not take for granted what they are told, but do not participate in musical or dramatic expressions.
6
Lewis, Carol D., and John C. Houtz. "Sex-Role Stereotyping and Young Children's Divergent Thinking." Psychological Reports 59, no. 3 (December 1986): 1027–33. http://dx.doi.org/10.2466/pr0.1986.59.3.1027.
Full textAbstract:
In two experiments 157 kindergarten and first-grade children were administered the Circles Subtest of the Torrance Tests of Creative Thinking. Boys and girls were given differential instructions to think of ideas typically thought of by members of the opposite sex. The contents of the children's ideas were analyzed and scored according to male- and female-dominant categories. Directions to generate ideas of the opposite sex inhibits performance, and considerable sex-role stereotyping of responses occurs at an early age. Without training on a similar task, however, boys appeared to be less able to follow directions and think of ideas typical of the opposite sex. Results are discussed in terms of the hypothesis that girls are more knowledgeable of the opposite sex-roles than are boys but are inhibited in the expression of this knowledge by cultural expectations.
7
Molnar, Paul D. "The obedience of the Son in the theology of Karl Barth and of Thomas F. Torrance." Scottish Journal of Theology 67, no. 1 (January 15, 2014): 50–69. http://dx.doi.org/10.1017/s003693061300032x.
Full textAbstract:
AbstractBoth Thomas F. Torrance and Karl Barth speak of the obedience of the Son as a condescension of the Son to become incarnate for our sakes. Thus there is wide agreement between them with regard to both the doctrines of atonement and the Trinity. Yet, despite the fact that Barth never wavered in his rejection of subordinationism and modalism and always affirmed the freedom of God's love, he also claimed that there ‘is in God Himself an above and a below, apriusand aposterius, a superiority and a subordination’,1while Torrance unequivocally refused to read elements of the economy, such as the ideas of super and subordination and a before or after, back into the immanent Trinity. By comparing the thinking of Barth and Torrance on this issue, I hope to show why I think Barth illegitimately read back elements of the economy into the immanent Trinity, thus creating confusion where clarity would help us see that what God does for us in the economy is and remains an act of free grace which becomes obscured when any sort of hierarchy is introduced into the Trinity.Both theologians thoroughly agree that what God is towards us in the economy, he is eternally in himself and what he is eternally in himself, he is towards us in the economy. But, there is a difference between them over how to interpret this insight, since Barth thinks super and subordination should be ascribed to the immanent Trinity. While Torrance, like Barth, will argue that the incarnation and Christ's mediatorial activity fall ‘within the life of God’, he also insists that the incarnation cannot in any way be confused with the generation of the Son from the Father in eternity. Barth would agree; yet this important distinction becomes fuzzy when he ascribes subordination and obedience to the eternal Son as a basis for his actionsad extra.This article will develop in four sections. First, I will discuss the obedience of the Son as condescension for Torrance and Barth. Second, I will consider the implications of theExtra Calvinisticumfor each theologian's view of the obedience of the Son and of the Trinity. Third, I will explore how each theologian attempts to avoid subordinationism and modalism indicating the problems which arise in Barth's thinking in connection with these views. Fourth, I will compare Torrance and Barth, showing that Torrance more consistently maintains God's freedom and love by not reading back elements of the economy into the life of the immanent Trinity.
8
Karkockienė, Daiva, and Giedrë Butkienė. "STUDENTŲ KŪRYBIŠKUMO IR INTELEKTO GEBĖJIMŲ SĄSAJOS." Psichologija 32 (January 1, 2005): 60–73. http://dx.doi.org/10.15388/psichol.2005..4327.
Full textAbstract:
Tyrimo objektas – studentų kūrybiškumo kognityvinių ir intelekto gebėjimų struktūrinių ypatumų santykis. E. P. Torrance’o testu (TCT verbalinės dalies A forma) ir R. Amthauerio IST-70 B forma ištirta 160 Vilniaus pedagoginio universiteto studentų. Koreliacine analize nustatytas statistiškai reikšmingas sąryšis tarp mąstymo lankstumo bei originalumo ir aukščiausio lygmens kalbinių intelekto gebėjimų, matuojamų BE subtestu, taip pat tarp mąstymo sklandumo, lankstumo bei originalumo ir sakinio papildymo (SP) bei žodžių išrinkimo (ŽI) subtestų įvertinimų. Statistiškai reikšmingos priklausomybės tarp kūrybiškumo kognityvinių gebėjimų pokyčio mokantis pagal specialią kūrybiškumo ugdymo programą ir intelekto struktūros profilio nerasta, tačiau ryški originalumo padidėjimo sąsaja su kalbinių intelekto gebėjimų (BE), konstrukcinio mąstymo (KU) subtestų įvertinimais ir originalumo bei sklandumo pokyčio sąsaja su loginio-algebrinio mąstymo (SE) subtesto įvertinimais.Pagrindiniai žodžiai: kūrybiškumas, divergentinis mąstymas, intelektiniai gebėjimai.
SOME RELATIONSHIP BETWEEN STUDENTS’ CREATIVE AND INTELLECTUAL ABILITIESDaiva Karkockienė, Giedrė Butkienė
SummaryThe aim of this study was to reveal some interactions between creative and intellectual abilities as well as interactions of creative abilities variation after training of creativity and intellectual abilities.Creativity in this study is understood in terms of cognitive abilities of creative thinking expressed by divergent thinking components as fluency, flexibility and originality (Guilford, 1950; Torrance, 1974; Sternberg and O’Hara, 1999). Divergent thinking is the one component of creative thought understood as the distinct capacity to generate multiple alternative solutions as opposed the one correct solution. Divergent thinking is assessed through open-ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in responses) and originality (uniqueness of response).There were 160 students (mean age 23) from Vilnius Pedagogical University. E. P. Torrance test (verbal, form A, 1974) was used to identify cognitive abilities of creative thinking (fluency, flexibility and originality). R. Amthauer test (IST-70) was used to measure intellectual capabilities. The subjects were randomly assigned to two experimental (n = 80) and control groups (n = 80). The experimental group took part in creativity training program during four months (32 hours).The special program of creativity training was used once a week for four months (32 hours). The program was made-up for the developing cognitive abilities of creative thinking (fluency, flexibility and originality). Special methods (brain storming, ideas generation, drama, divergent tasks etc.) were used to develop students’ creative abilities. The experimental group took part in creativity training program.The study revealed the interactions between creative abilities evaluated by Torrance test (TTCT, verbal A form) and intellectual abilities evaluated by Amthauer IST. Weak interactions were revealed between flexibility and BE subtest of abstract verbal ability (r = 0,24, p < 0,01), as well as originality and BE subtest of abstract verbal ability (r = 0,22, p < 0,01). There are some weak links between all cognitive parameters of creativity (fluency, flexibility and originality) and the results of Sentence Supplement (SP) subtest (r = 0,17, p < 0,05) as well as between fluency, flexibility and ability to percept language meaning (ŽI) subtest (r = 0,18, p < 0,05; r = 0,16; p < 0,05). No such tendency was found between other creative and intellectual abilities.Though there were no significant interactions between increase of creative abilities and intellectual abilities, clear links were found between originality and abstract verbal ability (BE) and spatial imagination (KU) (r 0, BE = 0,41; r 0, KU = 0,38; r 0,05 = 0,53).Keywords: creativity, divergent thinking, intellectual abilities.
9
Hines, Margaret Easom, Sarah Marie Catalana, and Brittany N. Anderson. "When Learning Sinks In: Using the Incubation Model of Teaching to Guide Students Through the Creative Thinking Process." Gifted Child Today 42, no. 1 (December 18, 2018): 36–45. http://dx.doi.org/10.1177/1076217518804858.
Full textAbstract:
While creativity has traditionally been an essential component of gifted education, the majority of creative teaching strategies neglect to address its multifaceted nature. As a result, attempts to encourage creativity are often fractured, and gifted students struggle to recognize how academic content and creativity go hand-in-hand. This article explores how the incubation model of teaching (IMT) can be used to encourage creativity from start to finish, while delivering challenging academic content (Torrance, 1979, Torrance & Safter, 1990). Emphasis is placed on the value of incubation, which is characterized by a resistance to closure and open-mindedness to consider ideas from multiple points of view. Encouraging incubation not only promotes ownership of learning, but also paves the way for moments of creative inspiration to occur. Discussion of both theoretical and practical implications of the model illustrates how the IMT can be used to guide students through the creative thinking process in a variety of diverse settings.
10
FILIPPOV, Vasily D. "PRACTICE OF IRVING JOHN GILL MODERNISM." Urban construction and architecture 11, no. 1 (December 15, 2021): 143–59. http://dx.doi.org/10.17673/vestnik.2021.01.19.
Full textAbstract:
The article is devoted to the work of Irving John Gill during his heyday, and then in conditions when the principles of modernism discovered by him, due to the lack of society’s need for new architecture in the United States, were not needed in this country - from 1909 until his death in 1936. New technologies used by Gill in the construction of public and residential buildings from concrete are described as well as his unsuccessful participation in the Panama-California World Exhibition of 1915-191, the construction near Los Angeles of the “ideal” city of Torrance and end-of-life projects. The reasons why Gill did not become the leader of the American and one of the leaders of world architecture are discussed, and his work is still controversial.
11
Byrge, Christian, and Søren Hansen. "COURSE IN NEW THINKING IN HIGHER EDUCATION: ENHANCING CREATIVITY THROUGH THE MEANS OF TRAINING, THEORY AND WORKSHOP." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 18–32. http://dx.doi.org/10.33225/pec/13.51.18.
Full textAbstract:
This paper presents a study on how a new (5 ECTS/2.5 American credit) stand-alone course for higher education in new thinking may influence key aspects of creative abilities. The course structure and content is based primarily on The Creative Platform with a focus on training, theory and workshop. The study uses the Torrance Test for Creative Thinking and a Reflection Report for Creativity Teaching to identify effects from the course. The results from the Torrance Test for Creative Thinking showed a significant increase in students’ ability in figural and verbal fluency, flexibility, figural and verbal originality, and elaboration as well as in resistance to premature closure. The results show no significant increase in students’ ability in the abstractness of titles. The results from the Reflection Report for Creativity Teaching showed that the majority of students experienced that they were capable of both developing understanding of creativity theory, becoming better at participating in a creative process as well as becoming better at generating and developing new ideas, thoughts and new knowledge. However, some students experienced problems especially related to creativity training. Implications and potentials of a combined focus on training, theory and workshop in creativity courses for higher education is discussed. Key words: creative method, creativity training, the creative platform, university curriculum.
12
Zheng, Jian Ming, Bian Guo, Ming Shun Yang, Yan Li, and X. N. Wang. "Roughness Detection Based on 3D Shape Reconstruction of Workpiece Surface Micro-Vision Image." Key Engineering Materials 455 (December 2010): 373–78. http://dx.doi.org/10.4028/www.scientific.net/kem.455.373.
Full textAbstract:
The Shape from Shading (SFS) method is adopted to detect the micro-topography and roughness parameter of machining surface based on computer micro-vision in this paper. According to the reflection features of micro metal surface, the illumination model is improved by the weighting superposition of the diffuse component of the simplified Oren-Nayar model and the specular component of the Torrance-Sparrow model. The minimized calculation method of SFS is given based on the improved illumination model. The 3D topography reconstruction and the roughness parameter detection of the turning surface are accomplished. The experimental results show that this method can rapidly realize the accurate detection of surface roughness parameter, and provides new ideas and methods for detection the roughness on-line in machining process.
13
Holter, Øystein Gullvdg. "Book Reviews : John Torrance: Karl Marx's Theory of Ideas. Studies in Marxism and Social Theory. Cambridge: Cambridge University Press, 1995." Acta Sociologica 40, no. 3 (July 1997): 302–4. http://dx.doi.org/10.1177/000169939704000307.
Full text
14
Zozulia, Iryna. "Gender differences in the creativity structureof children of preschool age." HUMANITARIUM 41, no. 1 (December 30, 2019): 89–98. http://dx.doi.org/10.31470/2308-5126-2019-41-1-89-98.
Full textAbstract:
The article deals with a theoretical substantiation and empirical research of the problem of peculiarities of gender differences in the structure of creativity of children of preschool age. It is noted that the sexual comparison of the degree of expression of creativity gives contradictory results in all psychometric studies. There are three points of view regarding sexual differences in creativity: 1) girls have better creative abilities than boys; 2) boys are more creative than girls; 3) there are no sexual differences between on creativity.The empirical research of gender differences in the structure of creativity of children of preschool age was carried out with the help of E. Torrance’s tests of creative thinking (verbal and figurative). It is concluded that between the opposite sexes, according to the criterion of creativity, predominantly similarity is manifested. The structure of verbal and figurative creativity of boys and girls is homogeneous. Also, models of gifted pre-schoolers of both sexes match, but indicators of structural profiles of verbal and figurative creativity of girls are higher. Statistically significant differences are found in the level of indicators of verbal creativity (productivity and flexibility) and imaginative creativity (productivity and development).The research has shown that girls have more developed verbal creativity. They are capable of generating, developing ideas and completing them with a large amount of details. However, boys produce a smaller number of ideas, but their ideas are not less original and creative. Preschoolers of both sexes have equally developed the ability to transform the figurative information into a verbal form and the ability to provide abstract names to the executed drawings. Girls and boys are equally open for the perception of new information, they can easily withstand the uncertainty and understand the essence of the problem.
15
Baker, Matthew. "‘Offenbarung, Philosophie, und Theologie’: Karl Barth and Georges Florovsky in dialogue." Scottish Journal of Theology 68, no. 3 (July 7, 2015): 299–326. http://dx.doi.org/10.1017/s0036930615000125.
Full textAbstract:
AbstractKarl Barth and Georges Florovsky interacted in several contexts, beginning in 1931 and then later within the ecumenical movement. Although some have noted a ‘Barthian’ accent in Florovsky's Christocentric theology, in fact both theologians remained critical of the other. Making use of extensive historical sources, this article attempts to reconstruct the meeting between Barth and Florovsky, and to pinpoint the areas of fundamental reservation and disagreement between the two. As will be shown, at the heart of their disagreement lay the role of eschatology in its impact on ecclesiology, a difference finally Christological in foundation. This fundamental disagreement shows itself likewise in relation to the two theologians' ideas concerning history, the relationship of philosophy to theology and the place of Hellenism in Church tradition. The role of Florovsky's opposition to the sophiology of Bulgakov in his interpretation of Barth, and Florovsky's stance vis-à-vis the debate between Barth and Brunner on natural theology, will also be considered. Uniquely, Florovsky anticipated the contemporary debate concerning Barth's doctrine of election, and drew crucial connections between Barth and Bulgakov on this point – an issue which for him was related to the question of the role of German Idealism in modern theology. Notwithstanding these disagreements, this article concludes by highlighting crucial areas of convergence between Barth and Florovsky concerning Christocentrism, revelation and theology as an enterprise in fides quaerens intellectum. Florovsky's ideas on analogy, naming and realism in theology will also be illumined, in relation to Barth and with reference to Bulgakov and Torrance.
16
Ozhiganova, Galina V. "Creativity and moral capacities." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 3 (November 30, 2020): 28–35. http://dx.doi.org/10.34216/2073-1426-2020-26-3-28-35.
Full textAbstract:
In the article the possibility of establishing a connection between the creative and moral spheres of the person is discussed. The author analyzes the results of foreign and domestic researches devoted to the study of the relationship between creativity and morality. The concept of "moral capacities" is proposed, its definition is given and three aspects of its study are identified. The results of a study of the relationship between creativity and the cognitive aspect of moral capacities in children of primary school age are presented. The empirical study involved 130 people; age – 7-9 years; boys – 71 people and girls – 59 people. The following methods were used: Torrance Test of Creative Thinking – figural form (study of the creative sphere) and two methods that assess children's ideas about moral behavior (study of the moral sphere). The results obtained show that there is no connection between the indicators of creativity and moral capacities in children of 7-9 years old, which is explained, according to the author, by their age characteristics. When interpreting the results, the specificity of primary school age is considered, associated with a turning point in the child's life.
17
Mahkamovna, Rizaeva Munisaxon. "Challenges Of Creativity And Competence Of Children In Early Childhood Education." American Journal of Social Science and Education Innovations 02, no. 10 (October 29, 2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.
Full textAbstract:
Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.
18
Derecha, Alla. "An empirical study of the peculiarities of verbal and figurative creativity in adolescence." HUMANITARIUM 43, no. 1 (September 24, 2019): 31–39. http://dx.doi.org/10.31470/2308-5126-2019-43-1-31-39.
Full textAbstract:
The article presents the detailed analysis of the phenomenon of creativity of the individual as a complex, multifaceted, heterogeneous phenomena, leading to a range of theoretical and experimental areas of study. It was analyzed two approaches to the definition of this phenomenon: the concept of creativity as universal cognitive creative abilities and the direction of research examining creativity from a position of identity of the personal characteristics of creative. It is substantiated the urgency of its research and development in adolescence: due to the natural flexibility, active rejection of stereotypes, seeking self-improvement, formation of self-perspective, the specified age period is considered to be one of the most sensitive for the development of creativity as a personal quality. It was empirically established the peculiarities of the structural profile of creativity in adolescence, with verbal and figurative batteries of creativity test by E. Torrance. The test is based on G. Guildford’s theory of divergent thinking and is considered a classic one in the field of psycho-diagnostics of creativity. It diagnoses the peculiarities of verbal creativity (reliably demonstrates the overall creativity of the individual), its qualitative originality through the analysis of the creative abilities structure (expression levels of performance data, flexibility and originality). It also identifies the peculiarities of personality’s creative potential through the analysis of the total indicator of figurative creativity and its partial indicators (productivity, originality, elaboration, resistance to closure). It was revealed that the averaged total and partial indicators of verbal creativity are at the level below the norm (except partial measure of verbal originality). This result indicates a rather low capacity of the studied adolescents to generate ideas of solving problems in verbal form. The expressed ideas are monotonous, one-dimensional, slightly original. The averaged total and partial indicators of figurative creativity of the subjects are at the level of norm. In non-verbal form, the respondents express a sufficient number of original ideas, which are quite detailed. It was found that among the studied adolescents there are those who have a heterogeneous structure of both verbal and figurative creative skills. It was not detected the creatives in the sample of adolescents. It was determined the necessity of conducting work on the development of creativity as ability to create in the subjects of adolescence.
19
Nebelsick, Harold P. "God, Creation, Salvation and Modern Science." Horizons in Biblical Theology 9, no. 2 (1987): 79–103. http://dx.doi.org/10.1163/187122087x00121.
Full textAbstract:
AbstractThe purpose of the following paper is to show that, rather than being antithetical to the faith as based on the Old and New Testaments, natural science arose in the West in relationship to and, to a certain extent, as a consequence of the biblical theology that was integral to the Protestant Reformation of the sixteenth century. The biblical understanding, emphasized by the reformers served to promote both a mind-set that was compatible with the development of science and a milieu in which science was enabled to evolve. The thesis is not new. As will be noted in the body of the paper, similar claims have been put forth long since by such persons as Günter Howe, Herbert Butterfield, Reijer Hooykaas and Thomas Torrance. In a real sense the thought of these scholars was anticipated by certain of the ideas propagated by Francis Bacon already at the beginning of the seventeenth century. The revival of interest in the ancient world that was the hallmark of the Renaissance served to resuscitate interest in both the writings of the ancient classical world and in the venerable sources of Christian thought as well. The rediscovery of the doctrines emphasized by the biblical documents that led to the Protestant Reformation eventually served to lead to a reorientation of the Christian mind regarding the created world. A new appreciation of the primacy of the grace of God in the biblical understanding of creation, providence, and salvation brought with it a deeper appreciation of the freedom of God in his relation with the creation, on the one hand, and of the freedom of the world in its creaturely differentiation from the Creator, on the other.
20
Jia, Wenjun, and Yong Zeng. "EEG signals respond differently to idea generation, idea evolution and evaluation in a loosely controlled creativity experiment." Scientific Reports 11, no. 1 (January 22, 2021). http://dx.doi.org/10.1038/s41598-021-81655-0.
Full textAbstract:
AbstractMany neurocognitive studies endeavor to understand neural mechanisms of basic creative activities in strictly controlled experiments. However, little evidence is available regarding the neural mechanisms of interactions between basic activities underlying creativity in such experiments. Moreover, strictly controlled experiments might limit flexibility/freedom needed for creative exploration. Thus, this study investigated the whole-brain neuronal networks’ interactions between three modes of thinking: idea generation, idea evolution, and evaluation in a loosely controlled creativity experiment. The loosely controlled creativity experiment will provide a degree of flexibility/freedom for participants to incubate creative ideas through extending response time from a few seconds to 3 min. In the experiment, participants accomplished a modified figural Torrance Test of Creative Thinking (TTCT-F) while their EEG signals were recorded. During idea generation, a participant was instructed to complete a sketch that was immediately triggered by a sketch stimulus at first sight. During idea evolution, a participant was instructed to complete a sketch that is radically distinctive from what was immediately triggered by the sketch stimulus. During the evaluation, a participant was instructed to evaluate difficulties of thinking and drawing during idea generation and evolution. It is expected that participants would use their experience to intuitively complete a sketch during idea generation while they could use more divergent and imaginative thinking to complete a possible creative sketch during idea evolution. Such an experimental design is named as a loosely controlled creativity experiment, which offers an approach to studying creativity in an ecologically valid manner. The validity of the loosely controlled creativity experiment could be verified through comparing its findings on phenomena that have been effectively studied by validated experimental research. It was found from our experiment that alpha power decreased significantly from rest to the three modes of thinking. These findings are consistent with that from visual creativity research based on event-related (de)synchronization (ERD/ERS) and task-related power changes (TRP). Specifically, in the lower alpha band (8–10 Hz), the decreases of alpha power were significantly lower over almost the entire scalp during idea evolution compared to the other modes of thinking. This finding indicated that idea evolution requires less general attention demands than the other two modes of thinking since the lower alpha ERD has been reported as being more likely to reflect general task demands such as attentional processes. In the upper alpha band (10–12 Hz), the decreases of alpha power were significantly higher over central sites during the evaluation compared to idea evolution. This finding indicated that evaluation involves more task-specific demands since the upper alpha ERD has been found as being more likely to reflect task-specific demands such as memory and intelligence, as was defined in the literature. In addition, new findings were obtained since the loosely controlled creativity experiment could activate multiple brain networks to accomplish the tasks involving the three modes of thinking. EEG microstate analysis was used to structure the unstructured EEG data to detect the activation of multiple brain networks. Combined EEG-fMRI and EEG source localization studies have indicated that EEG microstate classes are closely associated with the resting-state network as identified using fMRI. It was found that the default mode network was more active during idea evolution compared to the other two modes of thinking, while the cognitive control network was more active during the evaluation compared to the other two modes of thinking. This finding indicated that idea evolution might be more associated with unconscious and internal directed attention processes. Taken together, the loosely controlled creativity experiment with the support of EEG microstate analysis appears to offer an effective approach to investigating the real-world complex creativity activity.
21
Lamb, Richard, Leonard Annetta, and David Vallett. "The interface of creativity, fluency, lateral thinking, and technology while designing Serious Educational Games in a science classroom." Electronic Journal of Research in Education Psychology 13, no. 36 (December 5, 2017). http://dx.doi.org/10.14204/ejrep.36.14110.
Full textAbstract:
Introducción. La creatividad es la producción de los nuevos, originales, únicos, y divergentes productos e ideas mediadas a través del pensamiento lateral. La evidencia sugiere que los altos niveles de creatividad y la fluidez son importantes en el desarrollo continuo de interés de los estudiantes, la eficacia y en última instancia, el impacto de carrera en las ciencias.Método. En este estudio, 559 estudiantes seleccionados al azar asistieron a un taller largo de ocho meses, para el diseño de videojuegos basados en la ciencia como herramienta de aprendizaje en el aula. Posteriormente, los estudiantes diseñan videojuegos basados en la ciencia que ejemplifican aprendidas, conceptos clave de la ciencia. Al finalizar el taller, todos los estudiantes se les dio la prueba de Pensamiento Creativo de Torrance para ayudar en el desarrollo de la comprensión de la relación entre la creatividad y las construcciones relacionadas.Resultados. Los autores también explorar las implicaciones de la función del pensamiento lateral como un sistema cognitiva media en el aprendizaje de las ciencias. Los resultados sugieren que existe una diferencia estadísticamente significativa entre el pre-test y post-test y los resultados que los datos confirman el modelo sugerido por el papel de la creatividad, la fluidez y el pensamiento lateral en relación con el procesamiento de la ciencia.Discusión y conclusión. Tratando de promover el interés en las herramientas de apoyo creativas tales como los que se utilizan durante el diseño de SEGs puede proporcionar convergencia disciplinaria a través del pensamiento lateral. Más específicamente estos resultados están de acuerdo con los resultados encontrados en otros estudios como Yamamoto y Nakakoji (2005), Chen et al (2007) y Spencer, Lucas & Claxton (2012), que sugieren que hay manifestaciones conductuales subyacentes de la creatividad y la fluidez que afecta el proceso de la ciencia y el diseño a través de pensamiento lateral