Pedro Encarnação and Rianne Jansens
Daniela Bulgarelli and Francesca Caprino
Helen Lynch and Alice Moore
Serenella Besio and Vaska Stancheva-Popkostadinova
Pedro Encarnação, Sylvie Ray-Kaeser, Nicole Bianquin and Serenella Besio
Robert J. Sternberg
Tests of creativity can meaningfully predict academic and other outcomes in schooling, over and above the prediction provided by standardized tests. However, for such prediction to occur, the tests must measure creativity in a meaningful way and success in school must in some way be linked to creative performance. We should change our tests and schooling to require the creativity that is so important for a world in which rapid change is the norm rather than the exception.
This commentary attempts to address the question of “Why creativity matters?” from the perspective of social psychology, by pointing out processes, which promote creativity while diminishing prejudices. I argue that through enhancing creativity, stereotyping can be reduced which can translate to the further improvement of intergroup relations. The common correlates of low prejudices and creativity supporting this hypothesis, are presented in this paper and comprise: (1) cognitive flexibility, (2) openness to experience and (3) perspective taking. Further, I invoke the existing literature regarding the link between schema-inconsistencies and creativity, which highlights the interrelatedness of these processes, but views creativity as an outcome, rather than a tool for social change. The assumed relationship can be seen as an opening to numerous future research paths, as it can give rise to various detailed questions from the points of view of basic and applied psychology.