Theory in Creativity Research: The Pernicious Impact of Domain Generality

Abstract

This chapter considers how misguided theoretical assumptions influence both creativity research and teaching. There are many kinds of theories, ranging from unconscious and vague beliefs to explicit and clearly articulated principles, but no matter their nature or how they are acquired theories guide research and teaching practice. A key question about the nature of creativity—how domain-specific are the skills and traits that underlie creativity?—is explored in detail both as an example of how theory impacts practice and as a key determinant of the kinds of creativity research and creativity training that are possible. Domain specificity argues that (a) creativity as a general concept is an abstraction, (b) we can learn little about the nature of creativity as long as we focus on that abstraction rather than concrete instances of creativity, and (c) both creativity research and teaching for creativity must be done domain by domain, just as teaching content knowledge and teaching many skills must be done. This chapter concludes not with a call for more teaching of theory, but with a discussion of the theory-practice connection and the importance of an awareness of the theories that actually guide one’s practice.