Abstract
In a theoretical essay, the main theories that relate intelligence and creativity are revisited, presenting epistemological connections and operational implications in their educational contexts. In this sense, this study presents subsidies for the understanding of how its historical construction for thinking about cognition occurred, composing a synthesis of important theoretical framework for later studies. In addition to these contributions, it brings recent discoveries, such as the fact that there is a need for a certain intellectual level in order to establish creative thinking and points to a systemic perspective as being a possible path for cognitive science, assuming that in the future studies should transcend this ideal aiming for quantum thinking or for the alignment of elements not yet understood in consciousness and in existence itself. In this sense, it exposes how much public policies in education need to evolve towards the development of integral citizens capable of creativity and aware of their intellectual rights. Lastly it is believed that both intelligence and creativity have an epistemological connection capable of directly affecting educational contexts, resulting in education founded on a new paradigm of thinking.
Highlights
IntroductionThese studies were not consistent, since, according to Runco (2014), there was no clear distinction between intelligence and creativity and the research did not correlate them with the empirical evidence up to 1962, when Getzels and Jackson began their investigations
It is believed that both intelligence and creativity have an epistemological connection capable of directly affecting educational contexts, resulting in education founded on a new paradigm of thinking
Intelligence and creativity moved beyond being the result of tension between conscious reality and unconscious drives and may even be/have been measured as a form of tacit belief in their existence
Summary
These studies were not consistent, since, according to Runco (2014), there was no clear distinction between intelligence and creativity and the research did not correlate them with the empirical evidence up to 1962, when Getzels and Jackson began their investigations. According to Runco (2014), Wallach and Kogan (1965) discussed Getzels and Jackson’s (1962) method, using the concept of divergent/convergent thinking and the influence of context They conceived their own method, consisting of open tasks that questioned the usefulness of multiple objects. The relationship between the concepts investigated in terms of understanding creativity tends towards testing the multidimensionality of tasks involving divergent thinking, exhaustion and motivation, which are qualitative and capable of proving, based on certain variables, how creativity performs better in mixed relations tests (Runco & Acar, 2012; Karwowski et al, 2016; Kim, 2008; Forthman et al, 2019)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
