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A small but growing body of research suggests that prosocial motivation (i.e., the desire to act for the benefit or welfare of others) may enhance creativity. Most of the relevant research on this topic, however, has focused on creativity in business or everyday life settings. The present studies are the first to examine the nature and potential role of prosocial motivation in the arts and sciences specifically. This project used a qualitative-to-quantitative approach to anchor its operationalization of prosocial motivation in the lived experiences of creators. Study 1, a qualitative study of 56 professional artists and scientists, provided a rich list of self-reported conscious motivations (including prosocial) for creative work in these two domains. Study 2, a cross-sectional study of 972 graduate students in artistic and scientific fields, validated a new self-report scale based on results of Study 1. Factor analyses revealed three types of motivation (prosocial, emotional, intellectual) and one process (sense of audience). Study 2 also showed that associations between these variables and outcomes related to creativity and well-being differed between the arts and sciences. Taken together, results of these studies confirm that prosocial motivation is an important but understudied aspect of creative work. They also highlight the promise of bridging different areas of research in psychology in order to provide a comprehensive examination of potential antecedents and outcomes of creative behavior. [ABSTRACT FROM AUTHOR]

STEAM education system is largely being incorporated within different countries to develop creativity and problemsolving skills among the students. This study has also focused on sustaining regional equality and interdisciplinary integration of arts and sciences via creativity research in STEAM education systems. For this study, the qualitative data was collected from 12 science teachers working in different Chinese high schools. Thematic analysis was used for analyzing the collected interview transcripts. Four important themes were formulated which include (a) STEAM Education System, (b) Creativity in STEAM Education System, (c) STEAM Education System Issues and (d) Recommendations for STEAM Education System. The results obtained from this study showed that STEAM education system helps in encouraging student engagement, following interdisciplinary integration of arts and sciences. However, regional inequality in China prevents effective accessibility and quality of STEAM education in rural regions of the country, emphasizing the development and implementation of effective educational and regional policies. This study has also provided different practical and theoretical implications within the context of STEAM education systems. [ABSTRACT FROM AUTHOR]

Creativity is a universal core higher-order cognitive ability in the 21st century, which reflects a country's core competitiveness and soft power. Mindfulness, as an important concept in positive psychology, has also received attention for its potential effect on research creativity. Using structural equation modeling and bootstrap methods, this study investigated the relationship between mindfulness and research creativity among 1210 Chinese graduate students. Additionally, we explored the mediating effect of flow experience and creative self-efficacy in this relationship. The research results showed that mindfulness had a direct positive effect on graduate students' scientific research creativity. The mediating effect of flow experience and creative self-efficacy, as well as the chain mediating effect, were established, with the mediating ratio being 13.1% and 30.0%, respectively, and the indirect effect of chain mediating accounting for 34.1%. Interestingly, the effect mechanism at the gender level was various, with the mediating effect of mindfulness on scientific research creativity being higher among male graduate students. The results of this study revealed the mechanism of mindfulness on graduate students' scientific research creativity, offering valuable insights for enhancing their creative capabilities in the realm of scientific research. [ABSTRACT FROM AUTHOR]

In this Stories piece, Megan Ken, a Fellow at The Scripps Research Institute, discusses the importance of inclusion, mentoring, and creativity to discovery and growth in science. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to examine the potential benefits of multidisciplinarity among agri-food researchers working in small groups to generate ideas to stimulate innovation in the context of a laboratory project. Background: Research on the role of multidisciplinarity in scientific research teams remains limited, particularly regarding the generation of ideas to innovate in a real laboratory project, and on a task with a real challenge for innovation. Method: Researchers and agri-food research staff were assigned to small groups of either multidisciplinary or unidisciplinary composition to produce ideas on a cross-cutting theme for an innovative laboratory project using an electronic "brainwriting" application. Results: A greater depth in idea generation (number of ideas per category) was observed in the multidisciplinary condition than in the unidisciplinary condition. Conclusion: The main benefits of this study were to experimentally examine the effects of multidisciplinarity in small scientific research groups on the production of ideas in a field study conducted on the premises of an agri-food laboratory. Application: This study provides advice on how to promote innovative projects by stimulating ideation processes, which includes constructing small multidisciplinary groups and using an electronic "brainwriting" technique. [ABSTRACT FROM AUTHOR]

Aims: Since the Nobel Prize in Physiology or Medicine was awarded in 1923 to FG Banting and JJR Macleod, many voices have been raised against this decision. The bitterest protest was that of the Romanian scientist Nicolae C. Paulescu. In 2002, The Romanian Academy of Sciences, the European Association for the Study of Diabetes (EASD) and the International Diabetes Federation (IDF) planned to hold a series of academic events the following year in Paris to acknowledge Paulescu's scientific merits in the discovery of the antidiabetic hormone. However, the initiative was cancelled in August 2003, when the European Center of the Simon Wiesenthal Foundation (SWC) accused Paulescu of being antisemitic. The authors of this manuscript have decided to approach "the Paulescu case" from its double aspect, scientific and sociopolitical, to analyze the circumstances surrounding the discovery of the antidiabetic hormone, and Paulescu's alleged antisemitic past in the historical context of the Romanian nation in the interwar period. Methods: We contacted the SWC and people related to the 2003 events in Paris. We performed a comparative review of the documents published by the Toronto group and by Paulescu and analyzed the correspondence and articles generated by international experts from the scientific community interested in the controversy. We carried out an exhaustive bibliographic search through several online catalogs (INDEXCAT, NLM Gateway, EUREKA, MEDHIST). We travelled to Bucharest, where we visited Paulescu's house-museum, interviewed a former student of the Romanian professor, and a prominent medical historian who was knowledgeable about Paulescu's scientific and political biography. Dan Angelescu†, son of Dr. Constantin Angelescu (1904–1990), Paulescu's nephew and collaborator, provided us with a copy of all the available documentation from Paulescu's personal archive. It constitutes an essential source for understanding Paulescu's personal, political and academic biography. Archives consulted: Românǎ Academy (Bucharest). Personal Archive of Paulescu, House -Museum (Bucharest)*. Romanian Jewish Heritage (Bucharest). http://romanianjewish.org/ **. Simon Wiesenthal Center (Los Angeles, CA) http://www.wiesenthal.com **. Romanian Patent Office. Oficiul de Stat pentru Invenții şi Mǎrci (OSIM) (Bucharest)***. Nobel Archives (Stockholm) https://www.nobelprize.org. Internet Archive (San Francisco, CA) https://archive.org **. Wellcome Library (London) https://wellcomelibrary.org **. The European Library https://www.theeuropeanlibrary.org/ **. US National Library of Medicine, NLM historical collections http://www.nlm.nih.gov/hmd/index.html **. US. Holocaust Memorial Museum http://www.ushmm.org/ (*: archive consulted on site; **: material found in the online catalog of the archive; ***: archivists sent us digitized copies of archival material). Books consulted for information on the history of Romania and antisemitism: "Nationalist ideology and antisemitism. The case of Romanian intellectuals in the 1930s", by Leon Volovici; "The mystique of ultranationalism: History of the Iron Guard, Romania, 1919–1941" by Francisco Vega; "Romania 1866–1947", by Keith Hitchins; "History of Romania. Compendium", by Ioan-Aurel Pop and Joan Bolovan; "The Holocaust in Romania. The destruction of Jews and Gypsies under the Antonescu regime, 1940–1944", by Radu Ioanid; "The Jews of East Central Europe between the World Wars", by Ezra Mendelson; "Cultural Politics in Greater Romania. Regionalism, Nation Building and Ethnic Struggle, 1918–1930", by Irina Livezeanu, and "Judeophobia. How and when it is born, where and why it survives", by Gustavo Daniel Perednik. Articles are referenced in the bibliography section at the end of the manuscript. Results: A-Nicolae Paulescu developed an intense long-term research activity, which included complete pancreatectomy and preparation of a pancreatic extract (PE) containing the antidiabetic hormone he called pancreina. Parenteral administration of the PE achieved excellent results in the treatment of experimental diabetes in dogs and induction of hypoglycemia in the healthy animal. This work was initiated before 1916 and published at least eight months antedating the publication of the first article by Banting and Best (February 1922), who were acquainted with Paulescu's results, but misinterpreted them. The pancreatic extract of the two Canadian researchers, -iletin/insulin-, only achieved similar results to that of the Romanian scientist once they abandoned the use of the "degenerated pancreas" extract (ligation of the ductal system), replacing it with the pancreas of adult or fetal bovine. Pancreina and insulin were very similar. The award of the Nobel Prize in Physiology or Medicine to FG Banting and JJR Macleod in October 1923 honored the successful clinical use of insulin in patients with diabetes mellitus. Paulescu's achievements were ignored. B-Nicolae Paulescu publicly manifested his Judeophobic ideology on multiple occasions in academic and political interventions and in publications and participated with other figures from the Romanian intellectual sphere in the founding of the Uniunea Național Crestinǎ (UNC, National Christian Union) in 1922 and of the Liga Apǎrǎrii Național Cresține (LANC, League for Christian National Defense) in 1923, antisemitic far-right political parties, associated with an irrational Christian orthodoxy and hatred of Jews. Paulescu played a pivotal role in the spread of antisemitism. Conclusions: A-The Romanian scientist NC Paulescu started an intense research program aimed at the isolation of the antidiabetic hormone before 1916, including an original procedure of pancreatectomy in the dog and the elaboration of a pancreatic extract that achieved excellent results in the treatment of experimental diabetes, demonstrating its beneficial effects on the metabolism of carbohydrates, proteins and fats and reducing both glycosuria and glycemia and the urinary excretion of ketone bodies of depancreatized dogs toward normality. The results of these investigations were published in 1920 and 1921, predating the first report published by FG ​​Banting and CH Best in February 1922. It has been sufficiently demonstrated that Canadian researchers were aware of Paulescu's excellent results, mentioning them only in passing, albeit erroneously misrepresenting key results of the Romanian scientist's publication in the aforementioned seminal Canadian article. Expert historians and international scientists have recognized that the pancreatic extract that Paulescu called pancreina and that obtained by Banting and Best, insulin, were very similar. The October 1923 award of the Nobel Prize in Physiology or Medicine to FG Banting and JJR Macleod ignored Paulescu's scientific achievements in the treatment of experimental diabetes and rewarded the extraordinary advance of insulin treatment in human diabetes. B-At the end of August 2003, a few days before the date of the celebration at the Hôtel Dieu in Paris of the scheduled program of tribute to the scientific merits of NC Paulescu and his important contribution to the discovery of the antidiabetic hormone, convened by the Romanian Academy and the International Diabetes Federation, the Wiesenthal Foundation publicly accused the Romanian scientist of being an antisemite, an act that determined the cancellation of the announced events. The exhaustive investigation of the personal convictions and antisemitic behavior of Nicolae C. Paulescu has undoubtedly documented the Judeophobic ideology of the Romanian scientist, linked to his orthodox religious radicalism, manifested in multiple documents (mostly pamphlets) and interventions in collaboration with other relevant personalities of the Romanian intelligentsia of his time. Furthermore, Paulescu participated in the creation of political organizations of the most radical extreme right that played a fundamental role in the spread of antisemitism amongst the Romanian population and the university community. [ABSTRACT FROM AUTHOR]

Scientific progress on creativity research depends on having properly operationalized measures. In psychological research on creativity, it is common to operationalize creativity as the combination of novelty and appropriateness. However, the operationalization of appropriateness varies widely across researchers, studies, and domains (e.g. technical goodness, significance, elegance, usefulness, and feasibility). We argue that a core distinction between impact (how useful an idea is for solving the problem) and feasibility (how easy it is to realize the idea) underlies the variation. We further claim that this distinction is both possible to capture reliably in practice and psychologically significant. To test these claims, 318 ideas from 5 real-world social innovation problems (e.g. improving accessibility in elections) were rated for novelty, impact, and feasibility by a set of six experts selected for each of the 5 challenges. We find that all three constructs can be measured reliably and are statistically separable. Further, we show that distinguishing impact and feasibility reveals theoretically meaningful patterns of relationships with key psychological processes of creativity – analogy and conceptual combination – that would be difficult if impact and feasibility were conflated. These results demonstrate the theoretical importance of separating appropriateness into impact and feasibility for the psychology of creativity. [ABSTRACT FROM AUTHOR]

This paper revisits the standard definition of scientific creativity in the contemporary philosophical literature. The standard definition of creativity says that there are two necessary, and jointly sufficient, conditions for creativity, novelty and value. This paper proposes to characterize the value condition of creativity in terms of "pursuitworthiness". The notion of pursuitworthiness, adopted from the recent debate on scientific pursuit in philosophy of science, refers to a form of prospective epistemic worth. It indicates that a certain object (such as a scientific hypothesis) is promising or has the potential to be epistemically fertile in the future, if further investigated. To support the claim that creative scientific instances are, qua creative, valuable in the sense of pursuitworthy, three examples of creative hypotheses taken from the history of the geosciences are introduced: MacCulloch's continuity hypothesis in mid-19th-century geology, Baron et al.'s phylogenetic hypothesis in contemporary paleontology, and the widely discussed Anthropocene hypothesis. [ABSTRACT FROM AUTHOR]

For a long time, emotions were seen as incompatible with rationality and objectivity of science, and so were a marginal topic in the philosophy of science. This trend has changed progressively since it was determined that objectivity is much linked to social factors while rationality can't do without emotions. As a result, emotions are now slowly finding their way into our understanding of what science is. Here, I make an overview of some aspects of science where emotions and scientific reasoning seem to come into tight contact. For my survey, I will consider such themes as scientific motivation, scientific evaluations, scientific explanations, scientific understanding, scientific imagination, and coherence in science. Using these examples, I discuss the epistemic role of emotions in scientific progress. In conclusion, I advocate for a nuanced view of emotions in science as values that contribute to both epistemic and humanistic dimensions of science. [ABSTRACT FROM AUTHOR]

The purpose of the article is to find the "manifestations of scholarship" in the fundamental work of P. Sokalskyi in the context of the then state of development of scientific knowledge as such, the development of Ukrainian musical science. The research methodology is found in the use of special historical (comparative and historical-typological), epistemological, and generalising methods of analysis. The scientific novelty lies in the fact that for the first time in Ukrainian musicology an attempt was made to analyse the individual scientific achievement of the scientist in the context of the characteristic features of the classical and non-classical periods in the development of science in the last quarter of the nineteenth century. It is substantiated that P. Sokalskyi's research embodies the features of the first period and demonstrates signs of the next -- non-classical -- stage of its development. At the same time, it has a peculiarly national feature -- the focus on the search for the national originality of music, the signs of a national musical style. Conclusions. The analysis of the major study proved that its Author, having materialised the state of Ukrainian musicology in the second half of the nineteenth century, went down in its history as one of the founders of the ideals and norms of scientific thinking, scientific approaches, and objective research methods. It also outlined specific promising areas of further research interests. [ABSTRACT FROM AUTHOR]

We conducted a qualitative study involving twelve expert sports coaches to explore and compare the range of creative practices they adopted during their professional activities. Their written responses to open-ended questions highlighted different interrelated dimensions of creative engagement in coaching sport, suggesting that efforts to instil creativity may initially focus on an individual athlete; they may often span a range of behaviours dedicated to efficiency; they may involve significant degrees of freedom and trust; and they cannot be captured by a single defining feature. We contextualise these findings in the light of recent literature in sports studies, performance science and creativity research, providing concrete examples based on the written statements provided by our participants. We conclude by offering insights for future research and coaching practice that may be relevant in broader domains. [ABSTRACT FROM AUTHOR]

This study describes the development, validity, and reliability processes of a scientific creativity test for pre-university students, specifically in chemistry. A Chemistry Scientific Creativity Test (CSCT) was constructed based on an analysis of the Scientific Creativity Structure Model (SCSM), Torrance Tests of Creative Thinking (TTCT), and aspects of scientific creativity found in the literature. An instrument with seven items for measuring scientific creativity was developed and validated using item response data from three experts, 10 lecturers, and 60 pre-university students in Penang, Malaysia. Item analyses were performed to ensure content and face validity, followed by a reliability procedure in the measurement of stability through test–retest reliability. The Pearson correlation coefficient was 0.83 after two CSCT measures were taken over a two-month period, based on a comparison of the first- and second-time scores. This indicates an excellent relationship between the items in this test, and the items were found to be reliable and valid in assessing the scientific creativity of pre-university students. The CSCT instrument reported in this study will be utilised in the real study to test pre-university students' scientific creativity in chemistry. [ABSTRACT FROM AUTHOR]

Although creativity is an essential feature of scientific activity, learning activities to explicitly develop creative skills in science classes are rarely proposed. is study analyses how to contribute to its development in secondary school students. With this aim, a collection of activities to develop different creative skills has been designed, implemented in a group of 37 students of 4th ESO and analysed, through their productions, how these activities have promoted creative skills. e results suggest that the introduction of these activities enhances students' creativity in science. us, some key elements that can be introduced in science teaching to foster creative competence have been identified. [ABSTRACT FROM AUTHOR]

Traditionally, medicine has been considered a practical art. It seeks the patient‘s well-being through technical means and specific skills in healing. On the other hand, healing means are connected to the life sciences, through which knowledge has developed systematically. Due to research and technological development, we can easily reveal the true meaning of medicine as science. Hippocratic practice and Aristotelian ethics have offered us a humanitarian approach, oriented to the sick person, which set the virtuous human character of each person who practices the virtues. The medicine people approached to the medicine preserving an ancient picture of the practice. They have know-how of the practice, recognize the characteristics of each field of art or science appreciating its utility and benefits, but often they don‘t know why or where the boundary between the two fields, science and art, falls. They are scientists and artists, too. In this article I intend to fix what science means and what art means, based on Aristotelian arguments, which lead to a perspective of a virtuous professional life. Also, it is relevant to find its common issues. No physicians can successfully practice their profession without respecting the rigor of science and training their creativity. I plead for a moral practice, for the understanding of humanity's state in any medical act. Medicine is the moral community where practice meets science and arts merge both. Medicine is not between practice and science; it is the art itself of medical practice and science. [ABSTRACT FROM AUTHOR]

This article offers an introduction to the notebooks of the American physicist John Archibald Wheeler (1911–2008) and argues that they represent a unique historical source. Several salient features of these notebooks are highlighted by following the example of the emergence of the concept of a "wormhole," one of Wheeler's most famous ideas. [ABSTRACT FROM AUTHOR]

Creativity is considered a key element of the scientific infrastructure and a driving force of scientific advancement. This study aims to present Korean scientists' voices regarding scientific creativity by investigating their perceptions of scientific creativity and education for it. Extending the phenomenography lens through activity theory, we interviewed eleven scientists in various science research fields and investigated the structural features of the situations that influenced their perceptions. The results show that scientists' perceptions of scientific creativity were developed by the different epistemic cultures in their research fields. In addition, their perceptions of education for scientific creativity centred on the accumulation of resources to generate novel and valuable ideas and the facilitation of open discussion on knowledge construction. We discuss their perceptions of creativity in the context of their research fields' epistemic cultures and the design of science education for scientific creativity. We conclude by discussing the implications of this study for developing science education to cultivate creative scientists. [ABSTRACT FROM AUTHOR]

Creative ideation can be driven by honorable objectives, but also by nefarious intentions. Even though this dark side of creativity gained scientific attention recently, the underlying cognitive processes remain poorly understood. In a preregistered experiment, we applied the process-tracing method of mouse tracking to precisely assess the cognitive underpinnings of malevolent creativity. Participants (N = 67 adults) chose between either a creative or a traditional use for a visually presented item while the creative use was either positive or negative. Consistent with prior research, choice frequencies and movement trajectories indicated a strong preference for traditional over creative responses. This bias, however, was not affected by the valence of the more creative alternative. Moreover, exploratory analyses suggest that negative creative ideas might be retrieved easier for actors who are prone to antisocial rule-violation. We conclude that traditional beliefs and procedures hamper positive and negative creativity alike, attesting to a pervasive impact of traditional ideas on creative behavior. [ABSTRACT FROM AUTHOR]

In this study, we statistically identified and characterized the relationship between the long-run social benefits of creativity and the in-life individual costs (in terms of happiness and health) of creativity. To do so, we referred to a theoretical framework that depicts a creator's life. We generated a balanced dataset of 200 creators (i.e., composers, painters, mathematicians and physicists, and biologists and chemists born between 1770 and 1879), and calculated standardized evaluations of the long-run social benefits in different domains (performances, exhibitions, citations). We performed regression analysis and identified the statistical determinants of the relationship between a creator's social benefits and the costs to their happiness and health. We found that creativity represented an individual cost for all four creator groups, with a larger impact on happiness than on health; the cost was greater if creativity was based more on divergent than on convergent thinking or if authors faced greater language issues. The impacts of long-run social benefits on individual happiness and health were similar in the arts and sciences if institutional differences were taken into account. [ABSTRACT FROM AUTHOR]

Creativity in science education and research on scientific creativity are becoming increasingly significant. Several domain-specific assessment tools focusing on different aspects of scientific creativity have been developed. Some of these tools consider a wide range of aspects, while others focus on very specific science-related aspects, thereby lacking an explicit focus on problem solving. Therefore, the authors developed the novel divergent problem solving ability in science test (DPAS) to assess students' potential to design different possible solutions for a particular scientific problem. The test was created as an outcome measure in intervention studies. It consists of two subtests and 13 subject-specific items. This study aims to broadly assess the construct validity and reliability of the DPAS and investigate the factorial longitudinal invariance and group invariance (group receiving interventions aimed at fostering divergent problem solving vs. control group) of the DPAS. Using data from 1,106 secondary school students from Austria, we found support for the construct validity and reliability of the DPAS scores. Moreover, we established robust longitudinal and group invariance of the DPAS, demonstrating its suitability for intervention studies. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the effectiveness of teaching based on Thomas Kuhn's theory on understanding the nature of science (NOS) among 11th grade female students. The study included an experimental group of 58 female students, and a control group of 56 female students of the eleventh grade in the Governorate of Al Batinah South in Oman. The study used the mixed- method approach. It used the semi-experimental approach with a pre and posttest design, and in the data analysis, it combined the quantitative and qualitative approach. The study used two instruments; A test and an interview, to reveal the students' ideas about five domains that were chosen: Tentativeness of scientific knowledge, The empiricism of science, Relationship and the difference between law and theory, Creativity and Imagination of scientific information, Societal Domains of science. The results showed that there are statistically significant differences between the mean scores of the experimental and control groups at the level of (α = 0.01) in the results of the post application in favor of the experimental group, and to its four domains except for the societal domain, and that the experimental group has adequate ideas higher than the control group about understanding the nature of science. [ABSTRACT FROM AUTHOR]

The present study aimed to determine the effects of arduino-assisted robotics coding applications integrated into the 5E learning model used in science teaching on students' scientific creativity, robotics attitude and motivation toward science. For this aim, the study was planned according to the convergent parallel mixed research method and was conducted with the 6th grade students in a STEM (Science, Technology, Engineering and Mathematics) elective course in 2018–2019 academic year. Scientific creativity scale, robotics attitude scale and motivation scale toward science learning were used as quantitative data collection tools, and semi-structured interview form was used as a qualitative data collection tool. As a result of the study, it was found that the levels of students' creativity, attitude and motivation increased with the robotics coding activities integrated into 5E learning model applied in science subjects. In addition, it was determined that students produced many creative ideas in using robotics coding applications to solve various problems encountered in daily life, and that they were very eager for such applications being used in science classes. In this respect, it is suggested that arduino-assisted robotics coding applications should be implemented in the teaching of 6th grade science subjects. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to illustrate, through an exploratory ideographic case study, how a Complex Thinking framework can inform the design of scientific events and the facilitation of scientific Inter and Transdisciplinary groups towards positive emergent outcomes, both at the level of the functioning of the group and the collective complexity of their thinking. Moreover, it aims to show how the choice of facilitation strategies can contribute to positive emergent outcomes in the context of a fully online event, with its inherent constraints. Finally, this study aims to conduct an exploratory qualitative evaluation of the participants' experiences during School, with a focus on the processes and how they relate to the aims of the School and the goals of the facilitation. Background Science needs to embrace modes of knowing capable of generating more complex (differentiated, integrated, recursively organized, emergent), ecologically fit, and creative responses, to meet the complexity of the world's challenges. New formats and strategies are required that attend to the facilitation of Inter and Transdisciplinary scientific events and meetings, towards creative and complex outcomes. A Complex Thinking framework provides suggestions for the facilitation of Inter and Transdisciplinary meetings and events through targeting key properties which may lead to the emergence of complex and creative outcomes. Methodology We adopt an ideographic case study approach to illustrate how a complex systems approach, in particular a Complex Thinking framework, grounded in an enactive view of cognition, guided the design choices and the facilitation strategies of an online Inter and Transdisciplinary Advanced Training School (Winter School). We aim to illustrate how the facilitation strategies were selected and used to promote deep and creative interactions within the constraints of an online environment. We adopt an exploratory qualitative approach to investigate the participants' reports of their experiences of the School, in light of the principles and goals that guided its design and facilitation. Contribution This paper opens a new area of theoretical and applied research, under the scope of a Complex Thinking framework, focused on the facilitation of Inter and Transdisciplinarity at scientific events, meetings, and discussions towards complex and creative outcomes. Findings The results of the exploratory qualitative analysis of the participants' experiences regarding the event suggest a critical role of its methodology in fostering rich, deep, and constructive interactions, in leading to the emergence of a collective group experience, to the integration of ideas, and in facilitating transformative personal experiences, under the effects of the emergent group processes. It suggests that the strategies employed were successful, anticipating and overcoming the particular constraints of an online event. Recommendations for Practitioners This case study suggests that a Complex Thinking framework can fruitfully guide the design of facilitation strategies and activities for scientific events and meetings, activating a number of key relational processes that contribute to or boost the emergence of positive group experiences and the production and integration of novel ideas. Recommendations for Researchers This study calls for action-oriented and applied research focused on the developmental evaluation of innovations, regarding the facilitation of scientific creativity and integration, within the scope of a Complex Thinking approach. Impact on Society This paper calls for new modes of organization and formats of scientific activities, suggesting that Inter and Transdisciplinary events and meetings may benefit from intentional management and facilitation of interactions between participants to produce transformative impacts. It demonstrates the importance of the organizational principles used to plan and run events that engage multiple and various societal agents, from academics to practitioners and social activists, towards enhancing their richness and relevance to complex real-world challenges. Future Research This study highlights the need for process-focused systematic case study research using complex systems-informed designs to explore how and which facilitation strategies may promote which (interaction of) properties of Complex Thinking and associated processes and how, and under which conditions, these lead to more complex and creative outcomes. [ABSTRACT FROM AUTHOR]

In scientific research on creativity, there has been considerable debate concerning the criteria by which a production can be judged more or less creative, that is, about the definition of creativity. The most frequent definition – the standard definition – incorporates the criteria of novelty and value. However, other definitions, based on a single criterion or on more than two criteria, have also been proposed. Much of the discussion of this issue has been based on semantic analysis, a logical analysis of the concepts involved and the usefulness of the various proposed criteria. In this article, question of the necessary and sufficient criteria for defining creativity is approached from an empirical (i.e., psychometric) perspective. The studies that are examined here converge on the idea that the standard definition is not internally consistent, because its two proposed criteria (i.e., novelty and value) are largely independent. Moreover, judgments of the creativity of an object seem to be explained mainly by its novelty, which suggests the possible sufficiency of that criterion. These results are consistent with the intentional novelty definition proposed recently by Robert W. Weisberg. [ABSTRACT FROM AUTHOR]

According to the social cognitive career theory (SCCT) and the Componential Model of Creativity (CMC), scientific motivation and creative process engagement are potentially involved in producing scientific creativity. Critically, more evidence is needed for how these constructs contribute to scientific creativity. For these reasons, the present study recruited 390 participants to complete online questionnaires on scientific motivation, creative process engagement, and scientific creativity. Correlation Network Analysis and Bayesian Network Analysis were employed to get an integrated model for studying the interactive effects among the factors. Bootstrap analysis was used to determine the critical path between these factors. Results showed that: (1) Intrinsic-related scientific motivation played critical roles in the regularized partial correlation network involving scientific motivation, creative process engagement, and scientific creativity. Further, more sparsity was revealed in the partial correlation network of males, but the scientific creativity of males is more strongly linked with other nodes in the network. (2) Career motivation was the parent node for the Bayesian Network and would positively impact scientific creativity by transforming it into intrinsic-related scientific motivation. In addition, idea generation and intrinsic motivation directly drive scientific creativity. The parent nodes of male and female Bayesian networks are different, but IMPR plays a central role in males and females. (3) The bootstrap path analysis further verified pathways revealed by the Bayesian Network, as extrinsic-related motivation influenced scientific creativity through intrinsic motivation and creative process engagement. These findings demonstrate that intrinsic-related scientific motivations are the critical factor for promoting scientific creativity and that females and males show different network characteristics. Enhancing our understanding of how scientific motivation and engagement in the creative process contribute to scientific creativity is crucial for developing targeted intervention programs to improve science education. By identifying students who exhibit lower levels of intrinsic motivation in science subjects, teachers can intervene early and prevent motivational issues and subsequent underachievement. Intrinsic motivation and active engagement in the creative process are critical factors in fostering scientific creativity. Creating an open and spontaneous learning environment enables students to explore freely and actively participate in the creative process, which enhances their creativity. However, it is essential to ensure that students refrain from mindlessly pursuing scientific careers, as this may hinder their scientific creativity. Integrating career motivation with intrinsic motivation can be a practical approach to promote engagement in the creative process and facilitate the development of scientific creativity. Educators should also provide a broader range of cognitive activities related to creativity. It is equally important to foster scientific motivation and promote scientific innovation among male and female students. Additionally, boys may benefit from specific career guidance to enhance their self-efficacy. In contrast, given that girls are less creative in their self-perception, interventions to address this lower creative self-efficacy seem especially important. For this, cultivating intrinsic motivation in science and promoting effective engagement in creative activities may be particularly effective for girls. Overall, by understanding the relationship between scientific motivation, creative process engagement, and scientific creativity, educators can design interventions that cater to individual needs and foster a supportive environment for students to excel in science education. • Three analyses examined the interaction of scientific motivation, creative process engagement, and scientific creativity. • In the partial correlation network, SD and IMPR were crucial factors. • The BN analysis showed that CM acted as the parent node, positively impacting scientific creativity via intrinsic motivation. • The bootstrap analysis further verified critical pathways identified by the Bayesian networks. • Results of network analysis and path analysis showed gender differences. [ABSTRACT FROM AUTHOR]

In his book Science and Human Values, Jacob Bronowski (1956) argues that the act of creation is fundamentally the same in both the sciences and the arts. They differ not in terms of process, but in terms of outcomes. That is, the art that is created is judged by an audience and either succeeds or fails accordingly. Science, on the other hand, must meet the criteria of verification or falsifiability, lending it a self-corrective quality. From a behavior analytic perspective, Bronowski essentially claims that metaphorical extension is critical to the creative processes of both art and science and that it plays a significant role in our understanding of creative insight. But are scientific and artistic acts of creation the same, and does metaphorical extension play the same role in each? This article considers this question by drawing upon Skinner's (1957) analysis of verbal behavior, Layng's (2019) distinction between interdimensional and intradimensional abstract tacts, Goldiamond and Thompson's (1967/2004) distinction between dimensional and abstraction stimulus control, and a new distinction between metaphorical tacts and metaphorical mands. [ABSTRACT FROM AUTHOR]

The current study aimed at measuring the impact of transformational leadership on creativity at the University of Science and Technology Hospital in the Capital Secretariat (Sana'a). The study population consisted of 1022 staff of the University of Science and Technology Hospital (USTH). To achieve the objectives of the study, the descriptive analytical method was employed and a questionnaire was used to collect data from a sample of 279 participants; however, only 252 questionnaires were valid for analysis. The data were processed and analyzed by using the SPSS. The findings revealed a significant positive impact of transformational leadership in its four dimensions, (i.e. ideal impact, inspirational motivation, intellectual stimulation and individual consideration), on creativity. The findings also showed that the practice of the senior management leaders of USTH reflected behaviors of transformational leaders substantially. The dimension of ideal impact was ranked first, followed by intellectual stimulation. The dimensions of inspirational motivation and individual consideration were ranked third and fourth respectively. The study recommends that more attention should be given to transformational leadership due to its positive impact on creativity. [ABSTRACT FROM AUTHOR]

In this Food for Thought , I use my experience of writing scientific publications to stress some aspects of the process that were especially significant for me, and from which I try to derive some general suggestions. These aspects include strong interactions (co-evolution) between paper writing and some of my research directions; the pleasure of writing with co-authors; writing as a tool of scientific creativity; long scientific quests through several publications; the importance of writing books, if possible starting early in the career; being published, reaching readers, and contributing to the advancement of knowledge; and giving in to the pleasure of writing. I explain that I often seized unexpected opportunities that led me to develop ideas and write publications that influenced the course of my career, but I do not necessarily suggest that anyone proceed as I did. My motivation was the enjoyment of exploring new topics, and I wholeheartedly recommend that everyone give in to the pleasure of writing. [ABSTRACT FROM AUTHOR]

Project-based learning (PBL) is a comprehensive strategy for activating students‘ cognitive potential. This opens up great opportunities for a personally motivated and constructive process of learning. Project work is an interactive strategy for implementing the connection between students‘ theoretical knowledge and practical activity, for linking education to their real life and cognitive experience, for realizing meaningful socialization and for orienting them in the existing informative environment as necessary competences of the modern personality. The article presents the results of the application of project-based training as a model for substantive and technological integration in environmental education, which is in the intersected field of formal and non-formal education. The model was fulfilled with the participation of 7th grade students of Tzvetan Spasov Elementary School and Lazar Stanev Primary School – Pleven, who attend extracurricular activities at the Center for Personal Development Support – Center for Student, Technical and Scientific creativity. [ABSTRACT FROM AUTHOR]

A “lost chapter” from Antoine de Saint-Exupéry’s Le Petite Prince about the Little Prince visiting a mathematician, written in French in the style of the original work, is presented along with several translations. [ABSTRACT FROM AUTHOR]

The article proposes a reflection on the contribution of creativity as a response to the new global challenges that societies are facing: the proposal aims to rethink the formulas that university education can use to stimulate this human capacity. The work focuses on the idea defended by Wallas, who considered creativity as the result of an evolutionary process that allowed humans to adapt quickly to altered environments (1926). Given the disruptions that the Covid-19 pandemic has caused to social and economic activities, it seems necessary to understand that the challenges faced by organisations must also be taken on by academia, and higher education institutions must therefore be prepared to train professionals who can be part of the solution to the problem. So what skills are required at the level of education? Do universities offer courses geared towards the exercise of applied creativity? What characteristics should be included in the training of communication professionals as part of their university education? To do this, a review of the concept of creativity is proposed, with particular attention to the relevance of creativity in the scientific and academic context. After that, the article presents the mapping of educational offerings at this level, evaluating the curricula of advertising and public relations courses in Portugal and Spain (following the ranking of Shanghai), to understand if higher education institutions are prepared or not to train professionals aligned with the requirements of the new social landscape after the pandemic. The study concludes that the presence of creativity in the curricula of Spanish and Portuguese main universities is residual and is practically limited to the specialties linked to communication. Far from playing a major role in training university students to equip them with the tools to enable them to develop professionally in a changing environment, the higher education system continues to live behind its back on professional needs. [ABSTRACT FROM AUTHOR]

Inquiry learning pedagogies have not only been proposed as a successful teaching methodology to draw students into science, they are also rich with possibilities for creativity. The particular focus on investigations and problem‐solving provides opportunity for educators to embrace this. The primary curriculum explicitly values creativity in this regard, linking with inquiry, and problem‐solving. In recent years, science outreach carried out by universities in the Republic of Ireland has played a significant role in the formal classroom as a support to primary science (KS1). This article explores the perceptions of these two educators in the primary classroom, teachers (N = 31), and science outreach practitioners (N = 30), with respect to their theoretical stance on the construct of creativity and secondly their application of creativity in practice. The interview method used engaged research participants in a dialectical analysis of conceptual and pedagogical dilemmas. This unique, primarily qualitative methodology, provides evidence to differentiate perspectives of these two groups. Results indicate that participants generate new understandings by engaging in dialectical reflection and critical analysis of the two binaries. They also reveal that although outreach practitioners and teachers align in their perception of the theoretical model, that outreach practitioners are more favourable towards promoting a more creative environment for science in practice. [ABSTRACT FROM AUTHOR]

Simonton's equal odds baseline assumes that the number of creative hits is a positive linear function of the number of attempts (i.e., products). It has importance for productivity of innovators and scientists, small group brainstorming, and divergent thinking research. It has been proposed within a stochastic model for productions in the field of scientific creativity (e.g., publications of scientists). Tests of the equal odds baseline rely commonly on tests of the correlation between quantity and additive quality of output, which has been demonstrated to be inconclusive by Forthmann, Szardenings, and Holling (2018). In contrast, the current work uses a very strict version of equal odds (i.e., assuming constant hit ratios) as a starting point to examine the model at its roots. However, a deviation from such a stricter variant of the equal odds baseline is not only a dichotomous decision. The current work introduces meta-analytical techniques that provide useful statistics to quantify the amount of hit ratio variation attributable to individual differences in the equal odds baseline. This approach further allows to take varying levels of reliability in hit ratio as a function of total output into account. This is illustrated for cross-sectional and longitudinal equal odds with data sets from the fields of productivity of innovators and scientists, small group brainstorming, and divergent thinking research. [ABSTRACT FROM AUTHOR]

This paper outlines the cultural climate that prompted some young psychologists of the University of Bologna to approach the artistic phenomena using scientific methods. The two most positive factors were the close relationships bet-ween the German Gestalt psychologists and the Bauhaus artists during the period 1911-1933 and the opportunity provided by Renzo Canestrari, in the early 1960s, to collaborate with both Italian Gestalt psychologists and some members of such artistic Italian vanguards as "Arte Programmata" and "Nuova Tendenza". This collaboration resulted in several research projects carried out in the Universities of Bologna and, later, of Roma Sapienza and Roma Tre. In particular, two new psychological disciplines ("Psychology of Art" and "Psychology of Music") were included in the DAMS degree course in Bologna and then in other universities. Moreover, a lot of theoretical and experimental studies were carried out on artistic languages and creativity in arts and scientific discovery. The results of these studies were highly appreciated in the international milieu for their complex methods and interdisciplinary skills. [ABSTRACT FROM AUTHOR]

Universities, as dynamics of social development, refer to educational institutions with prestigious position all over the world. This prestige is directly associated with the perceptions of academics and Master or PhD students of universities as crucial figures of universities. This study has been designed to reveal the as-is and to-be states of Turkish universities through metaphors and in light of opinions of academics. The study was conducted via the phenomenology design with 30 participants consisting of graduate students from Hacettepe, Ankara, Yüzüncü Yıl, Dicle, Ondokuz Mayıs and Süleyman Demirel Universities and academics working in the education faculties of these universities. A semi-structured interview form was developed by the researchers to collect data. The data were collected through face-to-face interviews and analysed by content analysis method. In the study, 29 of 30 metaphors developed by participants regarding the as-is state of universities in Turkey contain negative meanings and connotations. While shedding light on the as-is state of universities in Turkey, the participants claim that there are problems of quality, lack of a productive and fair system, standardization, and favouritism in universities, whereas; regarding the to-be state of universities in Turkey, the participants claim that universities should be composed of a structure which is pluralistic, liberal with high academic qualifications and fair, sustainable development and which adopts a scientific attitude and creativity. [ABSTRACT FROM AUTHOR]

Inquiry learning pedagogies have not only been proposed as a successful teaching methodology to draw students into science, they are also rich with possibilities for creativity. The particular focus on investigations and problem‐solving provides opportunity for educators to embrace this. The primary curriculum explicitly values creativity in this regard, linking with inquiry, and problem‐solving. In recent years, science outreach carried out by universities in the Republic of Ireland has played a significant role in the formal classroom as a support to primary science (KS1). This article explores the perceptions of these two educators in the primary classroom, teachers (N = 31), and science outreach practitioners (N = 30), with respect to their theoretical stance on the construct of creativity and secondly their application of creativity in practice. The interview method used engaged research participants in a dialectical analysis of conceptual and pedagogical dilemmas. This unique, primarily qualitative methodology, provides evidence to differentiate perspectives of these two groups. Results indicate that participants generate new understandings by engaging in dialectical reflection and critical analysis of the two binaries. They also reveal that although outreach practitioners and teachers align in their perception of the theoretical model, that outreach practitioners are more favourable towards promoting a more creative environment for science in practice. [ABSTRACT FROM AUTHOR]

The promotion of team creativity has recently become a focus in leadership research. From the perspectives of the input–process–output model and social cognitive theory, we explored leaders' positive and implicit followership theory (LPIFT) and examined team creativity, with 417 paired postgraduate and supervisor participants from a university scientific research team. Results show that LPIFT had a significant positive impact on team creativity, and that team trust (cognitive and emotional) mediated this relationship. Further, team empowerment climate positively moderated both the relationship between LPIFT and team trust (cognitive and emotional) and the mediating role of team trust (cognitive and emotional). Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This work studied the influence of creativity-related traits in university professors' scientific productivity. Design/methodology/approach: A survey, applied to 120 university professors, included closed-ended questions for participants to rate 33 items derived from the specialized literature and classified into five dimensions (novelty; flexibility-fluidity; achievements-dedication; confidence; and problem-solving). After the survey was applied, data were merged with three other data sets: bibliometric data (Scopus), Altmetrics (Dimensions) and peer-reviews and editorial management (Publons) for the period from 2013 to 2018. Descriptive, correlational and inferential statistical analyzes were conducted on the data collected. Findings: There was little relationship between professors' creativity scores and their bibliometric and Altmetric indicators. The highest-rated creativity dimension was flexibility-fluidity and the most prominent creativity-related trait was "I perform my activities with dedication" (belonging to the achievements-dedication dimension). During the period studied, professors published 379 documents, but there were large gaps among their indicators; for instance, only 61 professors published in journals indexed in Scopus during the period. The inferential analysis implied that the professors with the best indicators did not present substantial differences in their creativity scores when compared to their colleagues with fewer or no indicators. However, descriptive and correlational insights may aid in fostering the aspects that can positively influence creativity and the indicators studied. Originality/value: Although there is a wealth of literature about the study of creativity and part of it tackles creativity and scientific research at a theoretical level, this paper did not find other empirical studies that analyzed the relationship between creativity and scientific production. It might be important for librarians to be familiar with user studies such as the present, as they may consider studying these kinds of aspects in their users. Moreover, this study can be interesting because librarians have increasingly been involved in the evaluation of scientific production and in training processes for enhancing it within their institutions. Here, information professionals have found opportunities to improve users' knowledge, performance and experiences on digital scientific ecosystems and their indicators. [ABSTRACT FROM AUTHOR]

New technologies transform research specialties and potentiate new fields. Sociometers—wearable electronic sensors collecting quantitative, dynamic data about embodied social interactions at hyperfine scales—represent such a possibility for small group research. This article introduces this new method and its distinctive qualities and affordances. Next, we relate its potential for advancing understanding of three types of small group phenomena: (1) rhythmic entrainment, emotional energy, and solidarity; (2) nonverbal dominance and deference; and (3) groups as complex systems. We then present findings from two pilot studies of small group creativity in science and art collaborations. To do so, we combine sociometric, survey, and ethnographic data to consider how speech participation, body movement, and volume shape group creativity and to illustrate how sociometric data complements traditional qualitative and quantitative methods. We close by relating practical lessons learned to aid future researchers working to harness this powerful new research technology. [ABSTRACT FROM AUTHOR]