The Authentic Learning of Humans Is a Creative Process and Very Different from the Artificially Creative Output of AI.
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| Title: | The Authentic Learning of Humans Is a Creative Process and Very Different from the Artificially Creative Output of AI. |
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| Authors: | Runco, Mark A.1,2 (AUTHOR) runcom@sou.edu |
| Source: | Journal of Creative Behavior. Sep2025, Vol. 59 Issue 3, p1-8. 8p. |
| Subject Terms: | *Authentic learning, *Creative ability, *Artificial intelligence, *Education theory, *Philosophy of education, *Experiential learning, Self-actualization (Psychology), Neurosciences |
| People: | Dewey, John, 1859-1952 |
| Abstract: | This article examines theories which suggest that authentic learning requires creativity. The connection between creativity and learning has been recognized for quite some time. Several of the theories examined herein are decades old. The older theories include Piaget's and Dewey's, and less obviously the humanistic theory of self‐actualization. It is quite useful to take these perspectives, though older, into account. The idea of authentic learning has evolved, however, as is evidenced by newer theories. One of these is the theory of personal creativity. This theory is interpreted in the context of the previous perspectives on learning and creativity. Newer evidence from the neurosciences is also cited because it confirms that learning is more than memory and that the brain uses special operations when original ideas are constructed. Implications of the idea that creativity and learning are related are explored. These include suggestions for educators and the classroom. Several surprising implications for our understanding of AI are also explored. Most important is probably the conclusion that an appreciation of what exactly makes up authentic learning goes a long way towards distinguishing the artificial creativity of AI from the creativity of humans. It is the latter which should guide educational decisions. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Creative Behavior is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article examines theories which suggest that authentic learning requires creativity. The connection between creativity and learning has been recognized for quite some time. Several of the theories examined herein are decades old. The older theories include Piaget's and Dewey's, and less obviously the humanistic theory of self‐actualization. It is quite useful to take these perspectives, though older, into account. The idea of authentic learning has evolved, however, as is evidenced by newer theories. One of these is the theory of personal creativity. This theory is interpreted in the context of the previous perspectives on learning and creativity. Newer evidence from the neurosciences is also cited because it confirms that learning is more than memory and that the brain uses special operations when original ideas are constructed. Implications of the idea that creativity and learning are related are explored. These include suggestions for educators and the classroom. Several surprising implications for our understanding of AI are also explored. Most important is probably the conclusion that an appreciation of what exactly makes up authentic learning goes a long way towards distinguishing the artificial creativity of AI from the creativity of humans. It is the latter which should guide educational decisions. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220175 |
| DOI: | 10.1002/jocb.1520 |
