The aim of this paper is to aid educators in sustainability or social innovation to make sense of their creativity. We use a systems model of creativity (Csikszentmihalyi 1988, 1996, 1999) as an enquiring device to tease out issues that influence creativity within these realms. Data from semi-structured interviews with senior and junior educators in two geographical locations lead us to elaborate two systems models to reflect creativity. These models portray creativity as emerging from the alignment of and connections between creators, domains and field elements as suggested by Csikszentmihalyi. However, we also identify some intermediary or absent connections between the model elements which deserve further attention, as their uncritical pursuit could potentially exacerbate exclusion or marginalisation of junior educators’ personal values and interests. Therefore, critically and creatively informed learning could be better cultivated in these realms. This and other insights could have important implications for how creativity and its nurturing in education could be advanced in the long run.

本文旨在帮助教育工作者在可持续性或社会创新方面理解他们的创造力。我们使用创造力的系统模型 (Csikszentmihalyi 1988, 1996, 1999) 作为探究工具来梳理影响这些领域内创造力的问题。来自两个地理位置的高级和初级教育工作者的半结构化访谈数据引导我们详细阐述两个系统模型来反映创造力。这些模型将创造力描绘成 Csikszentmihalyi 所建议的来自创作者、领域和领域元素之间的对齐和联系。然而，我们也确定了模型元素之间的一些中间或缺失的联系，这些联系值得进一步关注，因为他们不加批判的追求可能会加剧对初级教育者个人价值观和兴趣的排斥或边缘化。因此，可以在这些领域更好地培养批判性和创造性的知情学习。从长远来看，这一见解和其他见解可能对如何促进教育中的创造力及其培养具有重要意义。