Henriksen Danah, Richardson Carmen, Shack Kyle
Arizona State University, United States.
Kamehameha Schools, United States.
Think Skills Creat. 2020 Sep;37:100689. doi: 10.1016/j.tsc.2020.100689. Epub 2020 Aug 1.
Mindfulness and creativity have both come to the forefront of educational interest-but a better understanding of their relationship and the implications for education is needed. This article reviews the literature on the intersection of these topics in order to understand where and how these two related but distinctive areas of research connect, and how this pertains to the complexity of education settings. Our goal is to understand findings from the literature and consider the implications for educational practice and research, with an eye to how mindfulness can be supportive to learners' creativity. This thematic review and qualitative analysis of extant literature identifies four themes that speak to the connection between mindfulness and creativity. There is solid evidence to show a generally beneficial and supportive relationship, in that practicing mindfulness can support creativity-but many factors affect this and there are a range of considerations for practice. This article reflects on the key findings of scholarly work on the mindfulness-creativity relationship with interpretative discussion and implications for educational research and practice.
正念和创造力都已成为教育关注的焦点，但我们需要更好地理解它们之间的关系及其对教育的影响。本文回顾了关于这些主题交叉点的文献，以便了解这两个相关但又不同的研究领域在何处以及如何相互联系，以及这如何与教育环境的复杂性相关。我们的目标是理解文献中的研究结果，并考虑其对教育实践和研究的影响，着眼于正念如何支持学习者的创造力。这项对现有文献的主题综述和定性分析确定了四个与正念和创造力之间的联系相关的主题。有确凿证据表明存在一种普遍有益且相互支持的关系，即练习正念可以支持创造力——但许多因素会影响这一点，并且在实践中有一系列需要考虑的因素。本文通过解释性讨论以及对教育研究和实践的启示，反思了关于正念与创造力关系的学术研究的关键发现。
