CC Bibliography and Outline - CC 2022

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BIBLIOGRAPHY & OUTLINE
Name: Daria Roman

Provisional title Research Paper: "Creativity and the Process of Understanding: A Look at
Jean Piaget and Thomas Kuhn's Theories"

Word Count: 1300-1500

Process: What would you like to learn by writing this paper?

I would like to develop a varied viewpoint that addresses the subjective and contextual
nature of knowledge, and the role that creativity plays in shaping it.

Goal: what do you want your readers to learn from reading this research paper?

Gain a comprehensive understanding of creativity by learning about the relationship

between two different approaches to creativity: scientific and individual.

Content: What, according to you, already “works” in this text? What elements are you
pleased with?

The link between the two thinkers tackles a new perspective, that I find intriguing and
that I believe can be clearly and logically explained. Even though they do not specifically
use the “creativity” wording, the implications of their work have already been
incorporated in the study of creativity.
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Questions: What three questions would you like your readers to address?

1. How might the theories described by Kuhn and Piaget (understanding the connection

between creativity and the nature of knowledge) inform the way that education is

approached and the goals that are set for students and educators?

2. In what ways has Piaget’s constructivist approach been applied and adapted by

American psychologists/trainers in the practice of creativity (creative problem solving

techniques)?

3. Is the Kuhnian perspective with regards to scientific revolutions consistent with other

previously studied models for the creative process?

Process: What are you struggling with? And/or, if you had had more time, what would
you have liked to change/add/etc.?

A possible addition would be to exemplify the practical application of Piaget’s theory in

the making of common creativity techniques.
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Outline:

Thomas Kuhn and Jean Piaget are two figures who have made significant contributions to
the fields of (scientific) philosophy and psychology. While their work may seem unrelated
at first glance, there is a connection between these two thinkers that can be found in their
views on creativity and the nature of knowledge.

Kuhn's theory of paradigm shifts, outlined in his book "The Structure of Scientific
Revolutions" (Kuhn, 1962), suggests that scientific knowledge is shaped by the dominant
paradigms or assumptions of a given time period. According to Kuhn, these paradigms can
limit the creative potential of scientists, as they may be resistant to new ideas that
challenge the established ways of thinking. However, Kuhn also argued that scientific
revolutions, or paradigm shifts, can occur when a new idea or theory emerges that
fundamentally challenges the dominant paradigms. In this sense, creativity can play a role
in bringing about significant change in the scientific community.

Piaget's theory of cognitive development also speaks to the influence of pre-existing

cognitive structures on the creative process. According to Piaget (1952), individuals
actively construct their understanding of the world through a process of adaptation and
assimilation, in which they incorporate new experiences and information into their
established cognitive structures. These cognitive structures can influence the way that
individuals interpret and make sense of new information, and may therefore shape their
creative output.

In conclusion, the work of Kuhn and Piaget reveals a connection between creativity and
the nature of knowledge. Their theories highlight the influence of pre-existing paradigms
and cognitive structures on the creative process, and suggest that creativity has the
potential to challenge and subvert these limitations. Understanding this connection can
help us to better appreciate the subjective and contextual nature of knowledge and the
role that creativity plays in shaping it.

References:
Crilly, N. (2010). The Structure of Design Revolutions: Kuhnian Paradigm Shifts in Creative Problem
Solving. Design Issues, 26(1), 54–66.

Kuhn, T. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.

Piaget, J. (1952). The origins of intelligence in children. New York, NY: International Universities
Press.

Sawyer, R. K. (2003). Emergence in creativity and development. Creativity and development, 12-60.

Stoltz, T., Piske, F. H. R., de Freitas, M. D. F. Q., D’Aroz, M. S., & Machado, J. M. (2015). Creativity
in gifted education: Contributions from Vygotsky and Piaget. Creative education, 6(01), 64.
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Tsou, J. Y. (2006). Genetic epistemology and Piaget's philosophy of science: Piaget vs. Kuhn on
scientific progress. Theory & Psychology, 16(2), 203-224.

Wang, D., & Ilhan, A. O. (2009). Holding creativity together: A sociological theory of the design
professions. Design Issues, 25(1), 5-21.