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창의력의 영역 보편성과 특수성: 쟁점과 TTCT 창의력 검사의 분석

The Domain-general vs Domain-specific: Related issues and Analysis of the Torrance's TTCT-verbal and TTCT-figural Test

김영채
대한사고개발학회 (The Korean Association For Thinking Development)|2012.06|사고개발 (Korean Journal of Thinking Development)|제8권 제1호|pp. 1-29|DOI http://dx.doi.org/

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참고문헌

키워드

TTCTdomain-specificitydomain-generality영역 보편성(일반성)영역 특수성(구체성)창의력 수업의 접근법

초록

창의력의 영역 보편성-특수성의 이슈는 창의력이 모든(또는 거의 모든) 지식 영역에 일반적이고 보편적인 것인가, 또는 어느 정도로 영역 특수성 때문에 제한될 수 있는 지를 질문한다. 보다 전통적인 시각에서는 창의적 사고기능은 창의관련의 거의 모든 창의관련과제에 적용할 수 있는 보편적인 것이라 보고 있고 전통적인 여러 창의력 이론과 창의력 검사들은 이러한 입장을 전제하고 있다. 그러나 구체적인 영역/과제에서의 창의적 성취를 다루는 적지 아니한 수의 연구들은 창의력은 영역 특수적 내지 세부 영역 특수적일 수 있음을 보여주고 있다. 본 연구에서는 먼저 창의력의 영역 보편성-특수성에 이슈에 대한 선행의 연구와 이론들을 분석적으로 종설해 보았으며. 다음으로 Torrance의 창의력 검사 TTCT의 언어검사와 도형검사의 상관관계를 분석하여 본 연구의 이슈에 대한 실증적인 자료를 얻고자 하였다. 마지막으로 선행연구의 종설과 TTCT 검사의 분석을 바탕하여 잠정적인 결론을 도출하고, 아울러 이러한 결론이 창의력의 교수-학습에 대하여 가질 수 있는 함의들을 몇 가지의 제안으로 제시하였다. 창의력은 전적으로 영역 보편적인 것도, 그리고 전적으로 영역 특수적인 것도 아니며, 그리고 창의력의 전이는 의도적으로 그리고 외현적으로 강조되지 않으면 쉽게 자동적으로 전이되는 것이 아니다.

Abstract

The issue of domain-generality vs. domain-specificity of creativity asks the question of whether creativity is general or specific or to what degree creative thinking skills are domain specific. The more traditional perspective is that creative thinking skills are rather general-purpose abilities which could be applied to any (or almost any) creativity-relevant domains/tasks and this view is predominantly presumed in many traditional grand theories and creativity tests including TTCT. However, recent studies, particularly those researches dealing with specific tasks and employing the creative performance shows that creativity might be very domain-specific. The claim that creativity is domain-specific appears to be of theoretical interest and of practical importance, specifically in deciding the teaching approaches and selecting the contents. This study reviewed the issue-related theories and researches relatively intensively. Then it examined the correlation between the Verbal-test and Figural- test of Torrance's TTCT (r=.43). And, finally, it proposed several tentative recommendations for the teaching-learning of creativity based on the conclusions drawn. Creativity seemed neither completely domain-general nor completely domain-specific. And simple transfer of creative thinking skills from one domain/task to other one appeared unlikely unless there had been varied practices in a variety of domains (and domain topics and topic genres) and sufficient practices.

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