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Comeau, Gilles – Journal of Educational Thought/Revue de la Pensee Educative, 1997
Suggests that the concept of creativity has been used in an imprecise manner in education. Reviews theories of creativity in humanistic psychology, experimental psychology, and the cognitive psychological works of Piaget and Vygotsky. Argues that educators have not always distinguished between these differing views of creativity. (41 citations)…
Descriptors: Cognitive Psychology, Creativity, Creativity Research, Developmental Psychology