Abstract
The cultural aspect of creativity has in recent years begun to attract the attention of creativity researchers both at the conceptual and empirical levels. Howard Gardner posits a performance‐oriented regimental approach to creativity in China, based on his visit to the country a decade ago. He also proposes five assumptions underlying such an approach. The present study tests these conceptions empirically by contrasting the views of Singapore teachers steeped in Chinese culture with those in the Western tradition. Teachers' choices of action contradict Gardner's contention but his assumptions are largely supported.
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