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9781412949392

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The contributors' thoughts about the importance of a disciplinary framework as a necessary foundation for building greater creative and intuitive insight are so true. Their examples of the artist's performance as being an 'interplay between the intuitive and the conscious' are wonderful. I also appreciated the discussions on the importance of collegial work and empathy. -- Lynn Erickson, Educational Consultant 20070413 The book is rich in ideas and scholarship. Its diversity of perspectives is also a strength. -- Jack Miller, Professor 20070413 Especially in today's 'teach-to-the-test' climate, do we ever need a book on the subject of wisdom and creativity! This is a relatively rare and essential title. Our focus as educators (and citizens) would be enriched by such a book. -- Robert Di Giulio, Professor 20070413 The book focuses on very significant issues of our time. It teaches us lessons about ourselves as a society and a culture that we need to heed. The ideas presented are well corroborated by work in widely different fields of scholarship, giving them solid credibility. -- Ruth Thomas, Professor 20070412 The book reveals some superb thinking about complex ideas. It offers the valuable tension of differing perspectives, and its contributions successfully and elegantly bridge the chasm between theory and practice. -- Geoffrey Caine, Educational Consultant 20070413 An important topic. A book like this provides fodder for dialogue and articulation that is much needed in higher education. -- Marilee Sprenger, Educational Consultant 20070413 Rich, varied, and highly stimulating. This book breaks new ground by identifying the opportunities and conflicts in our desire to encourage multiple virtues through education. It will nourish educational practice and encourage fresh public debate. -- Tom Bentley, Executive Director of Policy and Strategy 20070625 Creativity, wisdom, and trusteeship may each sound good enough in itself, but the multiple contributors to this volume make a compelling case for how much they need one another. Wise creativity is one of the aspirations, a quality distinctly at odds with the culture-free and economically aggressive conceptions of creativity that figure in educational and corporate agendas these days. -- David Perkins, Professor 20070625 Creativity, that marvelous catch-all phrase with which we are now all imbued, is a concept that is both complex and simple...a vital life force. This book is important because its fundamental proposition is that creativity and being are one and the same. Read it. -- Tim Smit, Chief Executive 20070625

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Anna Craft is Professor of Education at the University of Exeter, England, where she leads the CREATE research cluster. She is also Reader at The Open University, England, and Director of The Open Creativity Centre. She is founding Co-Editor Thinking Skills and Creativity (Elsevier) and founding Co-Convenor of the British Educational Research Association Special Interest Group, Creativity in Education. She holds a Visiting appointment at Harvard University and has held visiting appointments at Hong Kong Institute of Education. Her most recent books include Creative Learning 3-11 and how we document it (Trentham Books, 2007), Creativity in Schools: Tensions and Dilemmas (Routledge, 2005), Creativity and Early Years Education (Continuum, 2002), Creativity Across the Primary Curriculum (RoutledgeFalmer, 2000). Her empirical work, informed by constructivist and socio-cultural views of learning, seeks to impact practice, policy and theory. Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He is a leading thinker about education and human development; he has studied and written extensively about intelligence, creativity, leadership, and professional ethics. Gardner's most recent books include Good Work, Changing Minds, The Development and Education of the Mind and Multiple Intelligences: New Horizons. His latest book Five Minds for the Future was published in April 2007. Guy Claxton is Professor of the Learning Sciences at the University of Bristol Graduate School of Education, where he directs the research initiative on Culture, Learning, Identity and Organisations (CLIO). His books include The Wayward Mind: An Intimate History of the Unconscious (2005), Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education (2002, co-edited with Gordon Wells), Wise Up: Learning to Live the Learning Life (1999) and the best-selling Hare Brain, Tortoise Mind: Why Intelligence Increases When You Think Less (1997). His current work focuses on the development of infused approaches to the cultivation of positive lifelong learning dispositions in schools. The resulting 'Building Learning Power' approach has influenced practice in schools throughout the UK, Australia and New Zealand.

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