Uncertainty: A Catalyst for Creativity, Learning and Development

Book Series Foreword
Acknowledgments
Contents
Chapter 1: Introduction
	1.1 Overview
	1.2 Understanding Uncertainty
	1.3 Transforming Uncertainty into Creativity
	1.4 Uncertainty and Creativity in Science and Mathematics
	1.5 Uncertainty in Learning and Development
	1.6 Transforming Education in Response to Uncertainty
Part I: Understanding Uncertainty
	Chapter 2: Not Knowing
		2.1 Introduction
		2.2 Certain Knowing
		2.3 Uncertain Not Knowing
		2.4 Uncertain Knowing
		2.5 Certain Not Knowing
		2.6 The Creative Learning Process
		2.7 Implications
		References
	Chapter 3: Uncertainty Makes Creativity Possible
		3.1 Introduction
		3.2 The Uncertainty Required for Creativity
		3.3 Uncertainty in the Creative Process
		3.4 Educational and Testing
		3.5 Uncertainty as Motive
		3.6 Liberalism and Conservatism
		3.7 Future Studies
		3.8 Conclusions
		References
	Chapter 4: Play, Reflection, and the Quest for Uncertainty
		4.1 Introduction
			4.1.1 John Dewey’s Ideas of Uncertainty
			4.1.2 The Paradoxical Relationship of Uncertainty and Modern Education
		4.2 Uncertainty and Surprise in the Predictive Mind
			4.2.1 Play and Surprise in Predictive Minds
		4.3 Play and Uncertainty in Education
			4.3.1 Learner Agency, the Setting of Uncertainty and the Role of the Teacher
			4.3.2 The Role of Reflection to Navigate and Share Uncertainties
		4.4 Conclusion
		References
Part II: Transforming Uncertainty into Creativity
	Chapter 5: Beyond Tolerating Ambiguity: How Emotionally Intelligent People Can Channel Uncertainty into Creativity
		5.1 Introduction
		5.2 Emotions and Creativity
		5.3 Using Emotions Wisely for Creativity
			5.3.1 Emotional Intelligence and Creativity
			5.3.2 Applying Emotional Intelligence to Uncertainty in the Service of Creativity
				5.3.2.1 Uncertainty as a Signal of a Creative Opportunity
				5.3.2.2 Uncertainty and Problem Construction
				5.3.2.3 Uncertainty and Creative Idea Generation
				5.3.2.4 Uncertainty and Evaluating Creative Ideas
				5.3.2.5 Uncertainty and Creative Idea Execution
		5.4 Teaching Emotional Intelligence for Creativity
			5.4.1 The inspirED Process: Compassionate, Collaborative, Creative Change
		5.5 Conclusion
		References
	Chapter 6: Living with Uncertainty in the Creative Process: A Self-Regulatory Perspective
		6.1 Introduction
		6.2 Exploring Creative Self-Regulation
		6.3 Creative Self-Regulation and Self-Regulated Learning
			6.3.1 Forethought: Process Expectations
			6.3.2 Performance: Adjusting, Managing Goals and Emotion Regulation
			6.3.3 Self-Reflection: Improving and Sharing Ideas
		6.4 Creative Self-Regulation and Creative Behavior
		6.5 How to Study and Support Creative Self-Regulation
		6.6 Toward Improving Creative Self-Regulation by Wise Interventions
		6.7 Future Directions
		References
	Chapter 7: The Uncertainty of Creativity: Opening Possibilities and Reducing Restrictions Through Mindfulness
		7.1 Introduction
		7.2 The Role of Uncertainty and Creativity in Learning
		7.3 Mindfulness: Bridging Between Uncertainty and Creativity
			7.3.1 Research Outcomes Related to Mindfulness and Creativity
			7.3.2 Mindfulness, Creativity, and the Self: Moving into Wholeness
			7.3.3 Mindfulness, Creativity, and Uncertainty: How Mindfulness Engages Hindrances
		7.4 Mindfulness, Creativity, and Uncertainty in Education
			7.4.1 Allowing Uncertainty Without Judgment
			7.4.2 Managing Uncertainty in Schools
			7.4.3 Strategies for Teaching and Learning Mindfulness
				7.4.3.1 Practicing in the Moment Awareness with Meditation Moments
				7.4.3.2 Coloring Mandalas
				7.4.3.3 Saying Positive Affirmations
				7.4.3.4 The Voice of Judgment
		7.5 Getting Started: Suggestions and Implications
		7.6 Conclusion
		References
	Chapter 8: From Uncertainty to Insight: An Autocatalytic Framework
		8.1 Introduction
		8.2 The Relationship Between Uncertainty and Insight
			8.2.1 Analogy and Cross-Domain Transfer
			8.2.2 Self-Organized Criticality
		8.3 Reflexively Autocatalytic and Foodset Generated (RAF) Networks
			8.3.1 Rationale for the Approach
			8.3.2 Autocatalytic Networks
			8.3.3 Hierarchical RAF Structure
		8.4 Application of RAF Networks to Creative Cognition
		8.5 Modelling Insight
			8.5.1 Cross-Domain Transfer in Discovery by Analogy
		8.6 Collaborative Learning Environments as Higher-Level RAFs
		8.7 Insights Arising from a Continuous Process
		8.8 Discussion and Conclusion
			8.8.1 New Directions and Testable Predictions
		Appendices
			Appendix A: Glossary of Terms and Acronyms
			Appendix B: Acronyms
		References
Part III: Uncertainty and Creativity in Science and Mathematics
	Chapter 9: Grasping the Uncertainty of Scientific Phenomena: A Creative, Agentic, and Multimodal Model for Sensemaking
		9.1 Introduction
		9.2 Sources of Uncertainty in Science Learning
			9.2.1 Uncertainty As Space for Students’ Funds of Knowledge
			9.2.2 What Is The Nature of the Problem?
		9.3 The GrASSP Framework
			9.3.1 Why Agency for Scientific Sensemaking?
		9.4 Why Creative Learning and Metacognition?
			9.4.1 Why Multimodal Modeling, Scientific Phenomena, and Metaphor?
				9.4.1.1 Scientific Sensemaking
				9.4.1.2 Linguistic Metaphor
				9.4.1.3 Embodied, Gestural Modalities
				9.4.1.4 Three-Dimensional Construction
		9.5 Using Multimodal Sensemaking as Formative Feedback
		9.6 The GrASSP Framework Embedded in a Science Unit
		9.7 Future Directions
		References
	Chapter 10: The Relationship of the Five Legs of Creativity Theory and Uncertainty in the Generation of Mathematical Creativity
		10.1 Introduction
		10.2 The Five Legs of Creativity Theory
			10.2.1 Iconoclasm
			10.2.2 Impartiality
			10.2.3 Investment
			10.2.4 Intuition
			10.2.5 Inquisitiveness
		10.3 The Relationship of the Five Legs Theory of Creativity to Uncertainty
		10.4 Costs and Benefits Associated with Uncertainty in Educational Settings
		10.5 Practical Implications of Uncertainty Plays in Creativity and Learning
		10.6 Needed Directions for Future Work in Uncertainty and Creativity
		10.7 Applications to Educators
		10.8 Conclusion
		References
	Chapter 11: Engineering Uncertainty in the Mathematics Classroom: Implications for Classroom Tasks and Learning
		11.1 Introduction
		11.2 Engineering Uncertainty in Mathematics: A Study of Contrasts
		11.3 Engineering Uncertainty in a Mathematics Classroom
			11.3.1 The Measurement Problem
			11.3.2 Sources of Uncertainty and Determining Certainty
			11.3.3 What About Creativity?
		11.4 The Catalysts of Creativity
		11.5 Coda
		References
Part IV: Uncertainty in Learning and Development
	Chapter 12: Do Children Think Alea Iacta Est?: Developing Concepts of Uncertainty in Causal Reasoning
		12.1 Introduction
		12.2 Early Emerging Statistical Learning Capacities
		12.3 The Slow Emergence of Explicit Probabilistic Reasoning
		12.4 The Importance of Mechanism
		12.5 Probability vs. Uncertainty
		12.6 Do Children Think the Die Is Cast?
		Appendix: Summary of the Key Learning Mechanisms Discussed in This Chapter
		References
	Chapter 13: Getting Comfortable with Uncertainty: The Road to Creativity in Preschool Children
		13.1 Introduction
			13.1.1 Chapter Aims
		13.2 Defining and Measuring Creativity
		13.3 Creativity in Preschool Children
		13.4 Building the Base of the Creativity Model: Linking Uncertainty with Curiosity and Exploration
			13.4.1 Uncertainty
			13.4.2 Curiosity
			13.4.3 Exploration
		13.5 Uncertainty as a Foundation of Curiosity, Exploration, and Creativity with Preschool Children
			13.5.1 Are Young Children Aware of Their Own Uncertainty?
			13.5.2 Responding to Uncertainty
				13.5.2.1 Explanation
				13.5.2.2 Exploration
				13.5.2.3 From Exploration to Creativity
		13.6 Connecting the Dots: Uncertainty during Play Cultivates Creativity
		13.7 Existing Challenges to the Creativity Model: How Some Education Systems Dampen Uncertainty and Play
		13.8 Conclusion
		References
	Chapter 14: Developing Intellectual Character: An Educational Perspective on How Uncertainty-Driven Curiosity Can Support Learning
		14.1 Introduction
		14.2 Curiosity as Intellectual Character
		14.3 Why Curiosity Matters
		14.4 Uncertainty-Driven Curiosity and Other Intellectual Character Virtues
			14.4.1 Open-Minded Thinking and Intellectual Courage
			14.4.2 Critical Thinking
		14.5 The Development of Curiosity and Potential Challenges to Curiosity-Driven Learning
		14.6 What Comes Next for Education Practice and Research?
		References
	Chapter 15: (Un)Certain Relation Between Social Validation and Creators’ Self-Concept
		15.1 Introduction
		15.2 Necessity of Social Validation in Professional and Eminent Creativity
		15.3 Uncertainty in Creativity Social Validation
		15.4 Uncertainty of Social Validation and Creators’ Self-Concept
		15.5 Summary
		References
Part V: Transforming Education in Response to Uncertainty
	Chapter 16: Exploring Uncertainty by Groaning in the Groan Zone: A Pattern for Emergent Conversation and Learning
		16.1 Introduction
		16.2 Introducing the Groan Zone
			16.2.1 Facilitating the Groan Zone
		16.3 Inside the Groan Zone – Uncertainty Field Books
			16.3.1 Entering the Groan Zone
			16.3.2 Creating a Container of Trust
			16.3.3 Questions of Curiosity in the Groan Zone
		16.4 Omitting Verbal Feedback and Creating a No-Free Zone
		16.5 Propositions and Practical Applications – Promoting Discomfort, Disruption and Interruption
		References
	Chapter 17: Creatively Confronting the Adjacent Possible: Educational Leadership and the Fourth Industrial Revolution
		17.1 Introduction
		17.2 Looking Back, to Look Forward (Through a Lens Darkly)
		17.3 Coming Soon, to a World Near You: The Fourth Industrial Revolution
			17.3.1 Three Pressing Challenges
		17.4 Imagining Educational Leadership for a VUCA World
		17.5 One Possible Solution: Futures Thinking
			17.5.1 Futures Thinking in Practice
		17.6 Summary
		References
	Chapter 18: Learning in An Uncertain World: Transforming Higher Education for the Anthropocene
		18.1 Learning in an Uncertain World
		18.2 Uncertainty in the Anthropocene
		18.3 Building Higher Education for the Uncertainty of the Anthropocene
		18.4 Skills and Knowledge for the Uncertainty of the Anthropocene
		18.5 Uncertainty and Pedagogy
		18.6 Evolving Beyond Industrialism Through the Creative Humanities
		18.7 Equipping Young Learners for Transformed Higher Education
		18.8 Transforming Higher Education as Existential Imperative
		References