http://hdl.handle.net/11320/1091 Sun, 14 Jun 2026 20:47:23 GMT 2026-06-14T20:47:23Z http://repozytorium.uwb.edu.pl:80/jspui/retrieve/7e754dbb-4c73-4083-8f75-2a7f52a6548a/creativity copy.png http://hdl.handle.net/11320/1091 http://hdl.handle.net/11320/20233 Tytuł: Aesthetic Experience and Creativity of Expert Cultural Entrepreneurs in Colombia: A Qualitative Study Autorzy: Monroy, Ernesto; Gutierrez-Gonzalez, Lisseth; Barrios, Diana Abstrakt: This qualitative research addresses the psychological study of the confluence between aesthetic experience and creative process in cultural entrepreneurs, taking into account that research in Psychology of Aesthetics and Psychology of Creativity is necessary to achieve a better understanding of innovation in creative industries. We conducted a qualitative study on the role of aesthetic experience in the creative process, through in-depth, semi-structured interviews with 12 expert cultural entrepreneurs from the Colombian Caribbean. As a result of a thematic analysis, we found that aesthetic experience is a relevant guide in the creativity of cultural entrepreneurs, usually represented in receptivity to aes thetic sensations that emerge during the creative process. Also, in the midst of the creative process, the entrepreneurs try to maintain a balance between individual and collective needs. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11320/20233 2024-01-01T00:00:00Z http://hdl.handle.net/11320/20212 Tytuł: The Creative Poland Program: Developing Creativity and Cross-Cultural Competencies in Primary School Children Autorzy: Sorokowski, Piotr Abstrakt: The Creative Poland program represents a large-scale, evidence-based educational initiative designed to foster creativity and cross-cultural competencies in primary school children, aged 8–9. Developed by a team of psychologists and educators, the program integrates structured creativity training with exposure to diverse cultural practices, promoting divergent thinking, narrative imagination, cognitive empathy, and openness to experience. Over the course of one academic year, 100 trained teachers implemented the program in their classrooms, engaging over 2,000 students across urban and rural schools throughout Poland. Teachers received a two-day workshop, ongoing online support, and detailed instructional materials to ensure fidelity of implementation. Program effectiveness was rigorously evaluated in a longitudinal design using a control group of similar size, confirming positive impact of the training on students’ creative and cognitive-empathic abilities. Program structure combined motivational, creative, and exploratory stages, emphasizing active participation, idea generation, and cultural reflection. Dissemination included freely accessible manuals and resources, conferences, and presentations to educators, ensuring sustainability and scalability. Preliminary observations indicate high levels of engagement, enhanced creative expression, and increased cognitive empathy among students, highlighting the program’s potential as a model for applied interventions that simultaneously cultivate creativity and intercultural understanding in primary education settings. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/11320/20212 2025-01-01T00:00:00Z http://hdl.handle.net/11320/20211 Tytuł: Updating Pedagogical Practices in Teaching Contemporary Dance Styles in Creative Higher Education Institutions Autorzy: Chepalov, Oleksandr; Churpita, Tetiana; Kondratiuk, Dmytro; Yrkiv, Ivan; Kushnareva, Yana Abstrakt: This study explores how executive cognitive functioning and motivational orientation influence creativity among contemporary dance students in Ukrainian higher education institutions. It aims to identify cognitive mediators of creativity, distinguish between pedagogical environments, and provide guidance for rethinking dance education amid crisis and innovation. A mixed-method design was used, combining psychometric scales, creativity tasks, and neurocognitive diagnostics. Sixty undergraduate and postgraduate students were assigned to either a digitally integrated (experimental-like) or traditional (control-like) learning environment. Key tools included the Creative Thinking Test for Dance, the Dance Learning Motivation Scale, and executive functioning assessments. Quantitative methods involved t-tests, ANOVAs, correlations, and structural equation modelling, while qualitative responses were thematically analysed. Findings show that intrinsic and identified motivation positively correlate with creativity, with executive functioning acting as a partial mediator. SEM confirmed an indirect path from motivation to creativity via executive control. Although the experimental-like group reported higher teaching effectiveness and showed greater neurocognitive engagement, creativity levels between groups did not differ significantly, highlighting that digital tools alone are insufficient without cognitive and motivational support. The results align with international research and emphasize the need for dance education to foster artistic freedom, intellectual individualization, and embodied inquiry. Ukrainian HEIs are well-positioned to lead in developing holistic, student-centred approaches to choreography education in the context of post-crisis renewal and digital transformation. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/11320/20211 2025-01-01T00:00:00Z http://hdl.handle.net/11320/20204 Tytuł: Human Intelligence, Creativity, and Wisdom in the Age of Generative Artificial Intelligence Autorzy: Preiss, David D.; Sternberg, Robert J. Abstrakt: The rapid rise of generative artificial intelligence (AI) is transforming the landscape of human cognition, education, and society. This position paper explores the implications of generative AI for human intelligence, creativity, and wisdom, with a particular focus on educational contexts. Drawing on cultural, psychological, and educational theories—especially the framework of adaptive intelligence and the Teaching for Active Concerned Citizenship and Ethical Leadership (ACCEL) model—we argue that AI challenges foundational human cognitive abilities by automating tasks traditionally central to learning and intellectual, creative and ethical development. We examine how AI reshapes the cultural attributes of human intelligence and creativity—context dependence, dynamism, and modifiability—highlighting both the potential for cognitive amplification and the risks of cognitive deskilling. The paper also addresses the erosion of critical thinking and the ethical dilemmas posed by AI’s integration into education. While acknowledging the benefits of AI, such as personalized learning and enhanced productivity, we caution against overreliance and the uncritical adoption of AI-generated outputs. We advocate for an educational response that prioritizes the cultivation of analytical, creative, and ethical reasoning—skills that remain uniquely human and essential for democratic citizenship. The paper concludes by examining the motivational forces driving AI development and adoption, and by calling for a renewed commitment to preserving human autonomy, intellectual integrity, and wisdom in an increasingly machine-mediated world. Ultimately, the future of human intelligence and creativity in the age of AI will depend not only on technological advances but on the values and educational practices we choose to uphold. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/11320/20204 2025-01-01T00:00:00Z