Monash University Publishing | Contacts Page
Monash University Publishing: Advancing knowledge

Creativity Crisis


This list does not include classical and biblical texts. The numbering in the footnotes follows the standard reference system derived from the canonical editions used in lexicography. Different editions and translations have disparate pagination, whereas the canonical numbering is consistent. Similarly, the numbering used in renaissance and baroque texts follows the order of canto/stanza for epic poems, act/scene for plays or book/story for novelle or essays.

Abeysekera, L. & Dawson, P. ‘Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research’, Higher Education Research & Development, vol. 34, 2015, Issue 1.

Abrahamson, C.E. ‘Storytelling as a pedagogical tool in higher education’, Education, vol. 118, no. 3, 1998, pp. 440–451.

Allam, C. ‘Creative activity and its impact on student learning – issues of implementation’. Innovations in Education and Teaching International, vol. 45, no. 3, 2008, pp. 281–288.

Amabile, T. The social psychology of creativity, New York: Springer-Verlag, 1983.

Amabile, T. ‘The three threats to creativity’, HBR Blog, 2010, retrieved from

Anderson, K. ‘The whole learner: The role of imagination in developing disciplinary understanding’, Arts and Humanities in Higher Education, vol. 9, no. 2, 2010, pp. 205–221.

Anderson, R.C. ‘Some reflections on the acquisition of knowledge’, Educational Researcher, vol. 13(9), 1984, pp. 5–10.

Auerbach, E. Mimesis: dargestellte Wirklichkeit in der abendländischen Literatur, Bern: Francke, 1967.

Auslander, P. Liveness: performance in a mediatized culture, London and New York: Routledge, 1999.

Barr, J. & Steele, T. ‘Revaluing the enlightenment: Reason and imagination’, Teaching in Higher Education, 2003, vol. 8(4), pp. 505–515.

Beach, D. ‘The paradoxes of student learning preferences’, Ethnography and Education, vol. 3(2), 2008, pp. 145–159.

Beghetto, R. A. ‘Nurturing creativity in the micro-moments of the classroom’, in K. H. Kim, J. Kaufman, J. Baer & B. Sriraman (eds), Creatively gifted students are not like other gifted students: Research, theory and practice, Rotterdam: Sense Publishers, 2013.

Beghetto, R.A. & Kaufman, J.C. ‘Intellectual estuaries: Connecting learning and creativity in programs of advanced academics’, Journal of Advanced Academics, vol. 20(2), 2009, pp. 296–324.

Biggs, J. ‘Enhancing teaching through constructive alignment’, Higher Education, vol. 32, 1996, pp. 347–364.

Biggs, J. ‘What the student does: teaching for enhanced learning’, Higher Education Research & Development, vol. 18, no. 1, 1999.

Biggs, J. Aligning Teaching and Assessment to Curriculum Objectives, Imaginative Curriculum Project, LTSN Generic Centre, 2003.

Biggs, J. & Tang, C. Teaching for Quality Learning at University (1999), Maidenhead, Berkshire: Open University Press, McGraw-Hill, 4th edition, 2011.

Bleazby, J. ‘Dewey’s notion of imagination in philosophy for children’, Education and Culture, vol. 28(2), 2012, pp. 95–111 (doi: 10.1353/eac.2012.0013).

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. & Krathwohl, D.R. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain, New York: David McKay Company, 1956.

Boud, D. & Walker, D. ‘Promoting reflection in professionals courses: the challenge of context’, Studies in Higher Education, vol. 23, no. 2, 1998, pp. 191–206.

Bourriaud, N. Relational aesthetics, translated by Simon Pleasance & Fronza Woods with the participation of Mathieu Copeland, original title: Esthétique relationnelle, Les presses du réel, 2003.

Brookfield, S. Becoming a critically reflective teacher, San-Francisco: Jossey-Bass, 1995.

Bruce, C. & Gerber, R. ‘Towards university lecturers’ conceptions of student learning’, Higher Education, vol. 29, 1995, pp. 443–458.

Catmull, E. with Wallace, A. Creativity Inc.: Overcoming the unseen forces that stand in the way of true inspiration, London: Bantam Press, 2014.

Claxton, G., Edwards, L. & Scale-Constantinou, V. ‘Cultivating creative mentalities: A framework for education’, Thinking Skills and Creativity, 1, 2006, pp. 57–61.

Cole, D.G., Sugioka, H.L. & Yamagata-Lynch, L.C. ‘Supportive classroom environments for creativity in higher education’, Journal of Creative Behaviour, vol. 33(4), 1999, pp. 277–293.

Collins, M.A. & Amabile, T.A. ‘Motivation and creativity’ in R.J. Sternberg (ed.), Handbook of creativity, Cambridge: Cambridge University Press, 1999, pp. 297–312.

Cowdroy, R. & de Graaff, E. ‘Assessing highly creative ability’, Assessment and Evaluation in Higher Education, vol. 30 (5), 2005, pp. 507–518.

Craft, A. ‘The limits to creativity in education: Dilemmas for the educator’, British Journal of Educational Studies, vol. 51(2), 2003, pp. 113–127.

Craft, A., Jeffrey, B. & Leibling, M. Creativity in education, London: Continuum, 2001.

Creativity, Culture and Education (CCE). Change Schools CSDF Planning Form: Guidance, descriptors and form, UK, 2010.

Cropley, A.J. More ways than one: Fostering creativity, Norwood, New Jersey: Ablex, 1992.

Csikszentmihalyi, M. ‘Where is creativity?’ Creativity: flow and the psychology of discovery and invention, Harper Collins: 1996, pp. 23–50.

Csikszentmihalyi, M. Beyond boredom and anxiety: Experiencing flow in work and play, San Francisco: Jossey-Bass, 1975.

Csikszentmihalyi, M. ‘Implications of a systems perspective for the study of creativity’, in R. Sternberg (ed.), Handbook of creativity, Cambridge: Cambridge University Press, 1999, pp. 313–335.

Deleuze, G. & Guattari, F. Mille plateaux, Paris: Minuit, 1980.

Dennett, D.C. ‘Memes and the exploitation of imagination’, The Journal of Aesthetics and Art Criticism, vol. 48(2), 1990, pp. 127–135.

Derrida, J. Donner le temps, Paris: Galilée, 1991.

Dewar, J. M. ‘An apology for the scholarship of teaching and learning’, InSight: A Journal of Scholarly Teaching, vol 3, 2008, pp. 17–22.

Dewey, J. How we think: A restatement of the relation of reflective thinking to the educative process (1910), Mineola, NY: Dover Publications, 1997.

Doecke, B., Parr, G. & Sawyer, W. Language and creativity in contemporary English classrooms, Putney, NSW: Phoenix Education, 2014.

Donald, J. Learning to think: Disciplinary perspectives, San Francisco: Jossey Bass, 2002.

Duit, R. ‘On the role of analogies and metaphors in learning science’, Science Education, vol. 75(6), 1991, pp. 649–672 (doi: 10.1002/sce.3730750606)

Edwards, A. ‘Let’s get beyond community and practice: The many meanings of learning by participating’, Curriculum Journal, vol. 16(1), 2005, pp. 49–65.

Egan, K. An imaginative approach to teaching, San Francisco: Jossey Bass, John Wiley & Sons, 2005.

Egan, K., Stout, Maureen, and Keiichi, Takaya (ed.), Teaching and learning outside the box: Inspiring imagination across the curriculum, New York: Teachers College Press, 2007.

Egan, K. & Judson, G. ‘Values and imagination in teaching: With a special focus on social studies’, Educational Philosophy and Theory, vol. 41(2), 2009, pp. 126–140 (doi: 10.1111/j.1469-5812.2008.00455.x).

Engeström, Y. ‘Innovative learning in work teams: Analyzing cycles of knowledge creation in practice’, in Y. Engeström, R. Miettinen & R. L. Punamäki (eds), Perspectives on activity theory, Cambridge: Cambridge University Press, 1999, pp. 377–404.

Engeström, Y. ‘Expansive learning: Toward an activity-theoretical reconceptual-ization’, in K. Illeris (ed.), Contemporary theories of learning: Learning theorists … in their own words. Abingdon, Oxon: Routledge, 2009, pp. 53–73.

Fiedler S. & Väljataga, T. ‘Personal learning environments: concept or technology?’. International Journal of Virtual and Personal Learning Environments, vol. 2, issue 4, 2011, pp. 1–11.

Flavell, J. ‘Metacognition and cognitive monitoring. A new area of cognitive-development inquiry’, American Psychologist, vol. 34, no. 10, pp. 906–911 (doi:10.1037/0003-066X.34.10.906).

Frye, N. The educated imagination, Toronto, Ontario: Canadian Broadcasting Corporation, 1963.

Fryer, M. ‘Facilitating creativity in higher education: A brief account of National Teaching Fellows’ views’, in N. Jackson, M. Oliver, M. Shaw & J. Wisdom (eds), Developing creativity in higher education: An imaginative curriculum, Abingdon: Routledge, 2006.

Fulcher, G. ‘The unholy division between theory and practice: What does the recent discussion on language and text have to say about reflexivity and teaching?’, Teaching in Higher Education, vol. 1(2), 1996, pp. 167–192.

Getzels, J.W. & Csikszentmihalyi, M. ‘Creativity and problem finding in art’, in F. G. Farley & R.W. Neperud (eds), The foundations of aesthetics, art, and art education, New York: Praeger, 1988, pp. 91–106.

Gibbs, R.W. & Matlock, T. ‘Metaphor, imagination, and simulation: Psycholinguistic evidence’. In R. W. Gibbs (ed.), The Cambridge handbook of metaphor and thought, New York: Cambridge University Press, 2008.

Ginns, P. ‘Learning by imagining’, Synergy, vol. 19, May 2004.

Greene, M. Releasing the imagination: Essays on education, the arts, and social change, San Francisco: Josey-Bass Publishers, 1995.

Griffiths, T. ‘History and the creative imagination’, History Australia, vol. 6(3), 2009, pp. 71–74.

Hall, V. & Hart, A. ‘The use of imagination in professional education to enable learning about disadvantaged clients’, Learning in Health and Social Care, vol. 3(4), 2004, pp. 190–202 (doi: 10.1111/j.1473-6861.2004.00074.x).

Hansen, D.T. ‘A poetics of teaching’, Educational Theory, vol. 54(2), 2004, pp. 119– 142 (doi: 10.1111/j.1741-5446.2004.00010.x).

Harris, A. The creative turn: Toward a new aesthetic imaginary, Rotterdam: Sense Publishers, 2014.

Harris, A. Creativity and education, Palgrave Macmillan, 2016.

Harris, A. & Ammermann, M. ‘The changing face of creativity in Australian education’, Teaching Education, vol. 27(1), 2015, pp. 103–113 (doi: 10.1080/10476210.2015.1077379).

Jackson, N. ‘Creativity in higher education: Creating tipping points for cultural change’, SCEPTrE, Scholarly Paper 3: March 2006, pp. 1–26.

Jackson, N. ‘Nurturing creativity through an imaginative curriculum’, HERDSA News, vol. 25 (no. 3), December, 2003, pp. 21–26.

Jackson, N. & Shaw, M. Imaginative curriculum study: Subject perspectives on creativity: a preliminary synthesis, The Higher Education Academy, 2006.

Jackson, N. J., Oliver, M., Shaw, M. & Wisdom, J. ‘Developing subject perspectives on creativity in higher education’, in N.J. Jackson & M. Shaw (eds), Developing creativity in higher education: The imaginative curriculum, London: Routledge, 2006, pp. 89–108.

Jackson, N., Martin, O. & Shaw, M. (eds), Developing creativity in higher education: The imaginative curriculum. London: Routledge, 2006.

Janesick, V.J. ‘Intuition and creativity: A pas de deux for qualitative researchers’, Qualitative Inquiry, vol. 7(5), 2001, pp. 531–540 (doi: 10.1177/107780040100700501).

Jeffrey, B. ‘Creative teaching and learning: Towards a common discourse and practice’, Cambridge Journal of Education, vol. 36(3), 2006, pp. 399–414.

Jeffrey, B. and Craft, A. ‘Teaching creatively and teaching for creativity: Distinctions and relationships’, Educational Studies, vol. 30(1), 2004, pp. 77–87.

Johnson, M. Moral imagination: Implications of cognitive science for ethics, Chicago: University of Chicago Press, 1993.

Kearney, R. The wake of imagination, London: Hutchinson Education, 1988.

Rasmussen, M. ‘The narrative path’, in Kemp, P. & Rasmussen, D. (eds), The narrative path, Cambridge, Massachusetts: The MIT Press, 1989.

Kiverstein, J. & Clark, A. ‘Bootstrapping the mind’, Behavioral and Brain Sciences, vol. 31(1), 2008, pp. 41–58.

Kleiman, P. ‘Towards transformation: Conceptions of creativity in higher education’, Innovations in Education and Teaching International, vol. 45(3), 2007, pp. 209–217.

Kloehn, L. ‘Imagination and learning: Students living “real” lives during the Civil War’, English Journal, vol. 99(2), 2009, pp. 37–41 (doi: 1899449791).

Koestler, A. The act of creation, New York: Macmillan, 1964.

Kohn, A. ‘Four reasons to worry about “Personalized learning”’, Psychology today, Feb 24, 2015.

Kuh, G.D. Kinzie, J., Schuh, J.H. & Whitt, E.J. Student success in college: creating conditions that matter, Washington: American Association for Higher Education, Jossey-Bass (Wiley), 2011.

Lachman, S.J. ‘Learning is a process: Toward an improved definition of learning’, The Journal of Psychology, vol. 131, issue 5, 1997, pp. 477–480.

Lakoff, G. & Johnson, M. Metaphors we live by, Chicago: University of Chicago Press, 1980.

Lave, J. ‘The culture of acquisition and the practice of understanding’, in Stigler, J. W., Shweder, R. A. & G. Herdt (eds), Cultural psychology: essays on comparative human development, Cambridge: Cambridge University Press, 1990, pp. 309–327.

Lee, K. W., Cho, N. S., Oh, E. S., Kwon, J. R., Kim, H. M., Chi, E. L. & Hong, W. P. A study on the improvement of secondary school education to bring up students’ creative talents, Seoul: KICE Research report, Korea Institute for Curriculum and Evaluation, 2011.

Lehrer, J. Imagine: The science of creativity, Melbourne: Text, 2012.

Lucas, B. ‘Creative teaching, teaching creativity and creative learning’, in A. Craft, B. Jeffrey & M. Leibling (eds), Creativity in education, London: Continuum, 2001, pp. 35–44.

Lucas, U. ‘Being “pulled up short”: Creating moments of surprise and possibility in accounting education’, Critical Perspectives on Accounting, vol. 19, 2008, pp. 383–403.

Madoc-Jones, G. ‘Imagination and the teaching of literature: Interpretive and ethical implications’, Teaching and learning outside the box: Inspiring imagination across the curriculum, Toronto: Canadian Broadcasting Corporation, 2007.

Marcus, G.E. Ethnography through thick and thin, Princeton, New Jersey: Princeton University Press, 1998.

Marginson, S. ‘Freedom as control and the control of freedom: F. A. Hayek and the academic imagination’, International Perspectives on Higher Education Research, vol. 4, 2007, p. 67.

Martindale, C. ‘The biological basis of creativity’, in R. Sternberg (ed.), Handbook of creativity, Cambridge: Cambridge University Press, 1999.

Marton, F. & Säljö, R. ‘On qualitative differences in learning. 1—Outcome and process’, British Journal of Educational Psychology, vol. 46, 1976, pp. 4–11.

Mazur, E. Confessions of a converted lecturer, video uploaded to YouTube on November 12, 2009 (

McWilliam, E. ‘Is creativity teachable: Conceptualising the creativity/pedagogy relationship in higher education,’ Paper presented at the 30th HERDSA Annual Conference: Enhancing Higher Education, Theory and Scholarship, Adelaide, 2007.

McWilliam, E. ‘Teaching for creativity: From sage to guide to meddler’, Asia Pacific Journal of Education, vol. 29(3), 2009, pp. 281–293 (doi: 10.1080/02188790903092787).

McWilliam, E. ‘Creativity and innovation: An educational perspective’, in L. Mann & J. Chan (eds), ARC Learned academies project, Melbourne: University of Melbourne, 2011.

McWilliam, E. & Dawson, S. ‘Understanding Creativity: A survey of “creative” academic teachers: A report for the Carrick Institute for Learning and Teaching in Higher Education’, 2007 (

McWilliam, E. & Dawson, S. ‘Teaching for creativity: Towards sustainable and replicable pedagogical practice’, Higher Education, vol. 56, 2008, pp. 633–643 (doi: 10.1007/s10734- 008-9115-7).

McWilliam, E. & Haukka, S. ‘Educating the creative workforce: New directions for twenty-first century schooling’, British Educational Research Journal, vol. 34(5), 2008, pp. 651–666.

McWilliam, E., Hearn, G. & Haseman, B. ‘Transdisciplinarity for creative futures: What barriers and opportunities?’, Innovations in Education and Teaching International, vol. 45(3), 2008, pp. 247–253.

McWilliam, E., Poronnik, P. & Taylor, P.G. ‘Re-designing science pedagogy: Reversing the flight from science’, Journal of Science Education and Technology, vol. 17(3), 2008, pp. 226–235 (doi: 10.1007/s10956-008-9092-8).

McWilliam, E.L., Dawson, S.P. & Tan, J. P. L. ‘From vaporousness to visibility: What might evidence of creative capacity building actually look like?’, UNESCO Observatory, Faculty of Architecture, Building and Planning, The University of Melbourne: Multi-Disciplinary Research in the Arts, vol. 1(3), 2008.

McWilliam, E. & Dawson, S. ‘The creative application of knowledge in university education: A case study’, Paper presented at the Creative Industries and Innovation Conference, 2007 (

Mezirow, J. ‘An overview of transformative learning’, in K. Illeris (ed.), Contemporary theories of learning. Abingdon: Routledge, 2009, pp. 90–105.

Moon, J.A. A handbook of reflective and experiential learning: Theory and practice, London: RoutledgeFarmer, 2004.

Moran, S. & John-Steiner, V. ‘Creativity in the making: Vygotsky’s contemporary contribution to the dialectic of creativity and development’, in R. K. Sawyer, V. John- Steiner, S. Moran, R.J. Sternberg, D.H. Feldman, H. Gardner, J. Nakamura & M. Csikszentmihaly (eds), Creativity and development, New York: Oxford University Press, 2003, pp. 61–90.

Morley, D. The Cambridge introduction to creative writing, Cambridge: Cambridge University Press, 2007.

Morley, D. ‘Creative recognitions: Science, writing and the creative academy’, LUMAS on-line journal, 2007 (

Murphy, P., Peters, A.M. & Marginson, S. Imagination: Three models of imagination in the age of the knowledge economy, New York: Peter Lang, 2010.

Murray, E.L. Imaginative thinking and human existence, Pittsburgh, PA: Duquesne University Press, 1986.

Nelson, R. ‘The courtyard inside and out: a brief history of an architectural ambiguity’, Enquiry, The ARCC Journal, vol. 11, issue 1, 2014, pp. 8–17.

Nelson, R. ‘Toward a history of rigour: an examination of the nasty side of scholarship’, Arts and Humanities in Higher Education, vol. 10, no. 4, October 2011, pp. 374–387 (doi: 10.1177/1474022211408797).

Nelson, R. The space wasters: the architecture of Australian misanthropy, Carlton: Planning Institute of Australia, 2011.

Nelson, R. & Dawson, P. ‘Competition and education: connecting history with recent scholarship’, Assessment & Evaluation in Higher Education, December 2015.

Nickerson, R. ‘Enhancing creativity’, in R. J. Sternberg (ed.), Handbook of creativity, Cambridge: Cambridge University Press, 1999, pp. 392–430.

Nussbaum, M. Upheavals of thought: The intelligence of emotions, New York: Cambridge University Press, 2001.

Nussbaum, M. Not for profit: why democracy needs the humanities, Princeton University Press, 2010.

Oliver, B. Assuring graduate outcomes, Strawberry Hills, NSW: Australian Learning and Teaching Council, 2011 (

Oliver, M. Creativity and the curriculum design process: A case study, York: Learning and Teaching Support Network, Generic Centre, 2002.

Onsman, A., & Paganin, D. ‘Perturbative analogies: Fostering creativity in postgraduate research students’, Paper presented at the AARE International education research conference, Adelaide. Conference of the Australian Association for Research in Education, 2006 (

Onsman, A., & Paganin, D. ‘Towards grasping the unknowable: Networked hierarchies of analogies’, Paper presented at the Australian Association for Research in Education, Canberra, 2009.

Opdal, P.M. ‘Curiosity, wonder and education seen as perspective development’, Studies in Philosophy and Education, vol. 20 (4 July 2001), pp. 331–344.

Philip, R. ‘Cultivating creative ecologies: Creative teaching and teaching for creativity’, Paper presented at the Research and Development in Higher Education: The place of learning and teaching, AUT University, Auckland, New Zealand, 1–4 July 2013.

Phillips, A. & Taylor, B. On kindness, London: Hamish Hamilton, 2009.

Polanyi, M. The tacit dimension, Garden City, New York: Anchor Books, 1967.

Race, W.H. ‘Pindar’s “Best is water”: Best of what?’, Greek, Roman, & Byzantine Studies, vol. 22, 1981, pp. 119–124.

Reddy, M. ‘The conduit metaphor’, in A. Ortony (ed.), Metaphor and thought, Cambridge: Cambridge University Press, 1979, pp. 284–324.

Ricoeur, P. [1975]. The rule of metaphor: The creation of meaning in language (R. Czerny, K. McLaughlin & J. Costello, trans.), London: Routledge, 2003.

Ricoeur, P. ‘The metaphorical process as cognition, imagination and feeling’, in S. Sacks (ed.), On metaphor, Chicago: University of Chicago Press, 1979, pp. 141–153.Ricoeur, P. ‘Narrative time’, Critical Inquiry, vol. 7(1), 1980, pp. 169–190.

Ricoeur, P. ‘The function of fiction in shaping reality: Reflection and imagination’, in M. J. Valdes (ed.), A Ricoeur reader, Hertfordshire: Harvester Wheatsheaf, 1991, pp. 117–136.

Ricoeur, P. ‘Imagination in discourse and in action’ (K. Blamey & J. B. Thompson, Trans.), in J.M. Eadie (ed.), From text to action: Essays in hermeneutics, Evanston, Illinois: Northwestern University Press, 1991, vol. 2, pp. 168–187.

Rizvi, F. ‘Imagination and the globalisation of educational policy research’, Globalisation, Societies and Education, vol. 4(2), 2006, pp. 193–205.

Rizvi, F. ‘Imagination and the globalisation of educational policy research’, Encountering education in the global: The selected works of Fazal Rizvi, Routledge: London, 2014.

Robinson, K. All our futures: Creativity, culture and education, London: National Advisory Committee on Creative and Cultural Education (NACCCE), 1999.

Robinson, K. Out of our minds: Learning to be creative, Oxford: Capstone Publishing Limited, 2011.

Roth, W. M., Lee, Y. J., & Hsu, P. L. ‘A tool for changing the world: Possibilities of cultural-historical activity theory to reinvigorate science education’, Studies in Science Education, vol. 45(2), 2009, pp. 131-–167.

Runco, M. ‘Education based on a parsimonious theory of creativity’, in R. Beghetto & J. Kaufman (eds.), Nurturing creativity in the classroom, New York: Cambridge University Press, 2010, pp. 235–251.

Schön, D. Displacement of concepts, London: Tavistock Publications, 1963.

Schön, D. ‘Generative metaphor: A perspective on problem-setting in social policy’, in A. Ortony (ed.), Metaphor and thought, Cambridge: Cambridge University Press, 1979.

Schön, D. The reflective practitioner: How professionals think in action (1983), New York: Basic Books, 1984.

Scott, G., Leritz, L., & Mumford, M. ‘The effectiveness of creativity training: A quantitative review’. Creativity Research Journal, vol. 16(4), 2004, pp. 361–388.

Smolucha, F. ‘The relevance of Vygotsky’s theory of creative imagination for contemporary research on play’, Creativity Research Journal, vol. 5(1), 1992, pp. 69–76.

Smolucha, L.W., & Smolucha, F.C. ‘A fifth Piagetian stage: The collaboration between analogical and logical thinking in artistic creativity’, Visual Arts Research, vol. 11(2), 1985, pp. 90–99.

Sneath, D., Holbraad, M. & Pedersen, M.A. ‘Technologies of the imagination: An introduction’, Ethnos, vol. 74(1), 2009, pp. 5–30 (doi: 10.1080/00141840902751147).

Snell, B. Die Entdeckung des Geistes (1975), Vandenhoeck & Ruprecht, Göttingen,

5th edn., 1980.

Solomon-Minarchi, A. Authentic storytelling: The implications for students and teachers, Masters Project in partial fulfilment of the requirements of Masters degree, The Evergreen State College, 2010 (

Spencer, E., Lucas, B. & Claxton, G. ‘Progression in creativity – developing new forms of assessment: A literature review’, Creativity, Culture and Education Series (CCE), Newcastle upon Tyne, 2012.

Spoehr, J., Barnett, K., Molloy, S., Dev, S.V. & Hordacre, A. L. Connecting ideas: Collaborative innovation for a complex world, The Australian Institute for Social Research, University of Adelaide: Report prepared for Department of Further Education, Employment, Science and Technology, 2010 (

Sternberg, R.J. & Lubart, T.I. ‘The concept of creativity: Prospects and paradigms’, Handbook of creativity, Cambridge: Cambridge University Press, 1999, pp. 3–15.

Stierer, B. & Antoniou, M. ‘Are there distinctive methodologies for pedagogic research in higher education?’, Teaching in higher Education, vol. 9(3), 2004, pp. 275–285 (doi: 10.1080/1356251042000216606).

Stout, M. & T. Keiichi (eds), Teaching and learning outside the box: Inspiring imagination across the curriculum, Toronto: Canadian Broadcasting Corporation, 2011.

Taber, K. S. ‘The natures of scientific thinking: Creativity as the handmaiden to logic in the development of public and personal knowledge’, in M. S. Khine (ed.), Advances in nature of science research: Concepts and methodologies, Dordrecht: Springer, 2012, pp. 51–74.

Tharp, T. The creative habit: Learn it and use it for life, New York: Simon & Schuster, 2008.

Tokumitsu, Miya. ‘In defense of the lecture’, Jacobin, 26 February 2017.

Trowler, P. ‘Can approaches to research in Art and Design be beneficially adapted for research into higher education?’ Higher Education Research & Development, vol. 32(1), 2013, pp. 56–69 (doi: 10.1080/07294360.2012.750276).

Vygotsky, L.S. ‘Imagination and its development in childhood’, The development of higher mental functions, Moscow: Izdatell’stvo Akademii Pedagogicheskikh Nauk RSFSR, 1960, pp. 327–362.

Vygotsky, L.S. Thought and language (E. Hanfmann & G. Vakar, Trans. E. Hanfmann & G. Vakar eds), Cambridge, Massachusetts: The MIT Press, 1962.

Vygotsky, L.S. ‘Imagination and creativity in the adolescent’, The collected works of L.S. Vygotsky, Moscow: Izdatelstvo Pedagogika, 1984, vol. 4, pp. 199–219.

Vygotsky, L.S. ‘Imagination and creativity in childhood’, Journal of Russian and East European Psychology, vol. 42(1), 2004, pp. 7–97.

Wagner-Lawlor, J. A. ‘Kathleen Lennon, Imagination and the imaginary’, Notre Dame Philosophical Reviews, 12 July 2015 (

Ward, T., Smith, S. & Vaid, J. (eds). Creative thought: An investigation of conceptual structures and processes, Washington, DC: American Psychological Association, 1997.

Weisberg, R. ‘Modes of expertise in creative thinking: Evidence from case studies’, The Cambridge handbook of expertise and expert performance, New York: Cambridge University Press, 2006.

Weisberg, R.W. ‘Creativity and knowledge: A challenge to theories’, in R. J. Sternberg (ed.), Handbook of creativity, Cambridge: Cambridge University Press, 1999, pp. 226–249.

Wenger, E. ‘A social theory of learning’, in K. Illeris (ed.), Contemporary theories of learning: Learning theorists … in their own words, London: Routledge, 2009, pp. 53–73.

White, A. The language of imagination, Oxford: Basil Blackwell, 1990.

White, H. V. Metahistory: The historical imagination in nineteenth-century Europe, Baltimore: Johns Hopkins University Press, 1973.

White, J. ‘Arias of learning: Creativity and performativity in Australian teacher education’, Cambridge Journal of Education, vol. 36(3), 2006, pp. 435–453. Whitton, J. ‘Using Ricoeur to interpret acts of imagination in a university physics class’, in M.A. Peters & T. Besley (eds), Re-imagining the creative university for the 21st century, Rotterdam: Sense Publishers. 2013, pp. 83–96.

Whitton, J. ‘Looking through the lens of Ricoeur: Mastering the conditions for imaginative creation in history’, Departures in Critical Qualitative Research, vol. 3(3), Fall, 2014, pp. 218–238.

Whitton, J. Fostering imagination in higher education teaching and learning: Making connections, PhD thesis, Monash University, 2016.

Young, L. ‘Imagine creating rubrics that develop creativity’, English Journal, vol. 99(2), 2009, pp. 74–79.

Zilsel, E. Die Entstehung des Geniebegriffes. Ein Beitrag zur Ideengeschichte der Antike und des Frühkapitalismus, Tübingen: Mohr, 1926.

Creativity Crisis

   by Robert Nelson