Abstract
Our Research has shown that in universities there is no unified strategy to support intellectual processes related to creativity. Since 1998, Teresa Amabile stressed the link between the work environment and creativity. Her research meant “workplace creativity”. We wondered whether the principles of work underlined by the Amabile cannot apply to the organization called the University and if so, what are the particularities to be taken into account so that the university system becomes a kind of antechamber of preparation of graduates with these “finished” and “awakened” qualities for the entry into the creative environment offered by the organizations of the economic environment. For the curriculum, reformed in terms of the support of the creativity, are listed some design principles (the main ones) that are the catalyst for creativity. It’s about Fluency, Originality, Flexibility and Elaboration. The Analysis in the paper also assumed a parallel look of instructionism with profound learning. The Bottom line is that the instructionism practiced on a large scale today only accidentally leads to creativity. There are considerations regarding the binomial “part – whole” and the way his approach can annihilations or encourage creativity. It is brought as an argument for the reform of the Science of Complexity which gives us the ability to redesign the curriculum “learning by discovery” and “learning by direct implications in experimental projects”.
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Samoila, C., Ursutiu, D. (2020). The University Curricula and Creativity. A Point of View. In: Auer, M., Hortsch, H., Sethakul, P. (eds) The Impact of the 4th Industrial Revolution on Engineering Education. ICL 2019. Advances in Intelligent Systems and Computing, vol 1135. Springer, Cham. https://doi.org/10.1007/978-3-030-40271-6_83
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