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Contemporary Studies On The Concept of Creativity: The East and The West
Contemporary Studies On The Concept of Creativity: The East and The West
ROBERT STERNBERG
Contemporary Studies on
the Concept of Creativity:
the East and the West
269
ABSTRACT
INTRODUCTION
Volume 36
Number 4
Contemporary Studies
It is obvious that the movie was made for Western audiences. It intended to introduce them to Chinese values, but
was not successful. For example, the movie attempted to
emphasize the value of forgiveness, but you cannot feel this
forgiveness from watching it. XingGuo Xue, NEW CENTURY
CHINA
The film Crouching Tiger, Hidden Dragon was screened
worldwide in 2001. The above texts were selected from two
film critique websites, one American, and the other Chinese.
The film was recognized as a big success in the Western society; however, it was strongly criticized by its Chinese audiences.
What one audience saw as creative, another saw as pedestrian.
Observing this controversy, we, as psychologists, can ask ourselves whether there is such a thing as a truly global concept
of creativity.
One controversy in the creativity literature concerns whether
or not the concept of creativity is universally meaningful
(Csikszentmihalyi, 1997, Plucker & Mark, 1998). There are two
camps of researchers. One camp suggests that people in different cultures perceive creativity somewhat differently (Frank,
2001; Lubart & Sternberg, 1998; Niu, 2001; Niu & Sternberg,
2001; Rudowicz & Hui, 1997). The other believes that there is a
universal understanding of this concept (Guilford, 1975; Plucker
& Mark, 1998). Some major theories of creativity have been
established based on the latter viewpoint. However, after examining historical documents in different human civilizations,
some researchers have suggested that there are multiple roots
for peoples conceptions of creativity and that each has a different philosophical base (Albert & Runco, 1999; Lubart, 1999;
Niu, 2001).
In the West, there are two origins for the concept of creativity: One is the Biblical idea of Gods creation, and the other is
the ancient Greek expression of the inspiration from the
Muses (Albert & Runco, 1999; Niu, 2001; Weiner, 2000). In
China, the concept of creativity emanates from the idea of
the endless producing and renewing changes of nature the
dao, Tai-ji, or yin-yang changes (Berthrong, 1998; Hang, 1986;
Niu, 2001).
Ancient views of creativity across different cultures share
some common features; for example, creativity was perceived
as endless producing and renewing as well as goodness by
both ancient Chinese and Greeks; the two civilizations differed,
however, in some core characteristics; for example, the ancient
Greeks emphasized the feature of novelty, whereas the ancient
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Creativity in the
East: Research on
Asian Populations
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Comparison
between the West
and the East
EXPLICIT THEORIES
OF CREATIVITY
ACROSS CULTURES
Research Based on
the Notion of
Creativity as
Universal
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participants performed worse than did their American counterparts on this task. The results also showed that Indian girls
performed significant worse than did Indian boys on this test,
and the gender difference of Indian sample was larger than
that of an American sample. They attributed their result to the
fact that that Indian society is more restrictive and normative
than is American society. Its restriction seems to have had stronger effects on Indian girls than on Indian boys.
Over a period of two decades, Mari (1971, 1983), using
the TTCT, conducted a series of studies to compare students
creative performance between American youths and their counterparts in Arabic societies. He found that American youths
performed better on the TTCT than did their Arabic peers. He
also compared Arabic participants across different religious
backgrounds (Christian vs. Druze) and geographic areas
(urban vs. rural and the Israel vs. the West Bank), and he
found that modernization could influence peoples creative
performance; In general, the more modern the group, the
higher its members were found to score on the TTCT (Mari,
1983).
However, the level of modernization and freedom of expression in a society does not always well predict the societys
creative potential. By extension, the different levels of modernization and freedom of expression between two societies do
not always explain the observed differences in creative performance in these two societies. For example, several studies that
attempted to compare the creativity of Westerners with Asians
who are living in modernized societies with a high level of intellectual freedom such as Japan (e.g., Kobayashi, 1978; Saeki,
Fen & Dusen, 2001), Hong Kong (Jaquish & Ripple, 1985),
Taiwan (Wang & Wu, 1975, cited in Rudowicz et al., 1985) and
maybe Singapore (Torrance, Gowan, Wu, & Aliotti, 1970),
found the same disparity in creative level, that is, Westerners
were found to be significantly more creative than were Asians
living in these modernized societies.
In explaining these results, the researchers in these studies
argued that the norms and values of the two cultures the
West and the East play a critical role in influencing an
individuals creativity. Overall, a collectivistic Asian culture,
which tends to encourage conformity and obedience, generally does not favor the development of creativity. In contrast,
the more individualistic culture of the West tends to encourage
self-exploration in favor of blanket conformity to the societys
norms.
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Research Based on
the Assumption of
Culture Specificity
281
Careful examination of these studies has yielded conflicting information about the differences between the creativity of
Asians and Westerners. At this point, it is unclear how much of
this conflict can be attributed to differences in the divergentthinking tests used in the studies, and how much to historical
or social situational factors that may serve as confounding
variables. Furthermore, there is an inherent problem involving
the internal validity of these creative-thinking tests, in that the
tests of divergent thinking may not test the full range of peoples
creative thinking. Of course, another confounding factor is the
fact that the tests tend to be of Western origin.
One noteworthy thing is that all of aforementioned studies
generally have adopted the modern Western concept of creativity (in particular, the idea of divergent thinking) in studying the creativity of the Chinese population. There is convincing
evidence, however, that Asians hold a somewhat different view
of creativity than do Westerners. This discrepancy is found in
both laypersons and researchers. Hence, using the same set
of tests to compare Eastern and Western creativity may not be
appropriate. As many researchers have suggested (e.g.
Csikszentmihalyi, 1997), creativity should not be just a matter
of an individual psychological construct, but also a quality that
is recognized in a certain domain and by a particular group of
people. Using product-orientated tasks and consensual assessment in studying creativity is thus regarded as a better way to
investigate creativity, especially in cross-cultural studies (Niu
& Sternberg, 2001).
The primary feature of product-oriented tasks and consensual measurement of creativity is to ask participants to create
a product such as a poem, an art design, or a scientific invention during the experiment. A group of judges (either experts
in the test domain or laypersons) is then asked to rate and
compare the quality and creativity level of each participants
products with the quality and creativity level of all the other
products. Amabile (1979) first suggested using this method to
measure creativity when she studied the effects of situational
factors, such as motivation, on peoples creative performance.
Instead of using conventional divergent-thinking tests, Amabile
gave her participants heuristic tasks, such as writing short essays or making collages. Because this method involves tasks
that correspond more closely to those of real-life creativity than
do conventional divergent-thinking tests, it can be regarded as
probably more valid and hence more nearly adequate
(Amabile, 1996; Lubart & Sternberg, 1988; Sternberg & Lubart,
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not be used as sole measures of creativity. Use of a productorientated measurement to study creativity, and especially
having people from different cultures for product evaluation,
should be built into the designs of more studies on creativity.
Based upon current literature, we believe that at least in certain domains, such as the domains of art and literature, people
from the West and the East have different understandings about
what constitutes creativity. This difference in viewing creativity might be rooted in the difference of norms and values between these two cultures. The Westerners idea of a universal
concept of creativity can underestimate the creative contribution of the Eastern societies, and may create a new stereotype
of Easterners and therefore depress Easterners creativity.
We hope this review will generate more studies in the field
of culture and creativity. Here, we suggest two lines of research
useful to reveal the nature of creativity and its relationship to
culture. One is to study peoples implicit theories of creativity
in those populations that are the least assimilated to Western
cultures, such as those in the rural areas of India and China.
The other is to investigate the creative process of people in
different cultures, especially in the domains that have more
connection with their cultural background.
REFERENCES
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This project was supported under the Javits Act program (Grant No.
R206R00001) as administered by the Office of Education Research and
Improvement, U.S. Department of Education. Support of this research does
not indicate agreement with any of the positions in the article, and no such
agreement should be inferred.
We thank Xuexin Zhang, Tina Newman and Lim How and two anonymous
reviewers for their helpful comments on earlier drafts.