How Dogmatic Beliefs Harm Creativity and Higher-Level Thinking
Edited by Don Ambrose, Robert J. Sternberg
Routledge – 2012 – 226 pages
Series: Educational Psychology Series
In a world plagued by enormous, complex problems requiring long-range vision and interdisciplinary insights, the need to attend to the influence of dogmatic thinking on the development of high ability and creative intelligence is pressing. This volume introduces the problem of dogmatism broadly, explores the nature and nuances of dogmatic thinking from various disciplinary perspectives, and applies the gleaned insights to what is known about creativity. Bringing together leading thinkers in the fields of creative studies and education, and in other relevant fields (history, sociology, psychology) whose work pertains to the various dimensions of dogmatism and the ethical problems it generates, this panoramic view represents interdisciplinary bridge building with the potential to generate new insights about the education of creative young minds.
Foreword Howard Gardner A Note about the Cover Don Ambrose Part I: Introduction: The Need For Attending To The Influence Of DOGMATISM On Creative Intelligence Chapter One: Overview of a Collaborative, Interdisciplinary Exploration Don Ambrose & Robert J. Sternberg Chapter Two: Finding Dogmatic Insularity in the Territory of Various Academic Disciplines Don Ambrose PART II: Interdisciplinary Perspectives On The Problem Of Dogmatism Chapter Three: Next Time Victory Andrew Bacevich Chapter Four: Dogmatism and Genocide Daniel Chirot Chapter Five: Dogmatism, Creativity, and Critical Thought: The Reality of Human Minds and the Possibility of Critical Societies Linda Elder & Richard Paul Chapter Six: Dogmatism and Authoritarianism Bob Altemeyer Chapter Seven: An Interdisciplinary Flight Over Dogmatic Socioeconomic, Political, Ideological, and Cultural Terrain Don Ambrose PART III: Dogmatism In Socioeconomic, Cultural, andIdeological Contexts That Influence Education Chapter Eight: Narrowing Curriculum, Assessments, and Conceptions of What It Means to Be Smart in the US Schools: Creaticide by Design David Berliner Chapter Nine: Dark Times: Bush, Obama, and the Specter of Authoritarianism in American Politics Henry Giroux Chapter Ten: The Challenge Facing Educational Reformers: Making the Transition from Individual to Ecological Intelligence in an Era of Climate Change C. A. Bowers Part IV: Dogmatism And Its Implications For Creative Intelligence Chapter Eleven: One Creator’s Meat is another Creator’s Poison: Field and Domain Restrictions on Individual Creativity Dean Keith Simonton Chapter Twelve: Parsimonious Creativity and Dogma Mark Runco Chapter Thirteen: Why Creativity Should Matter, Why It Doesn’t, and What We Can Do About It James Kaufman, Candice Davis & Ronald A. Beghetto Chapter Fourteen: Unintentional Dogmatism When Thinking Big: How Grand Theories and Interdisciplinary Thinking Can Sometimes Limit Our Vision John Baer Chapter Fifteen: Five Gifted Ways to Lose Your Creative Intelligence Cheryl L. Walker & Bruce M. Shore Chapter Sixteen: From Dogmatic Mastery to Creative Productivity Susan J. Paik Chapter Seventeen: Constructive Creativity for Growth Ai-Girl Tan Part V: Conclusion Chapter Eighteen: What is the Purpose of Schooling? How Dogmatism Provides a Litmus Robert J. Sternberg About The Contributors
Don Ambrose is Professor of Graduate Education at Rider University, editor of the Roeper Review, and past chair of the Conceptual Foundations Division of the National Association for Gifted Children.
Robert J. Sternberg is Provost and Senior Vice President of Oklahoma State University, and Honorary Professor of Psychology at the University of Heidelberg, Germany. He is a former president of the American Psychological Association and the Eastern Psychological Association.