This article is an ontological investigation of the term creativity, to suggest a model that infuses key philosophical and critical perspectives. This article proposes that creativity has three modes of existence or ways of being in the world: the Visceral (embodiments), the Ideational (mind and conceptual), and the Observational (appreciation, critical, and evaluative). We view creativity synergistically as representing both the individual creative experience and output, in conceptual and embodied ways—and also what externally shapes, enhances, and constrains creative experience. Technologies, as tools to think or create with, often mediate the operation of these three modes. We discuss each mode, instantiating it in an educational exemplar, and also engage with issues of power, discourse, and gatekeeping over what is deemed to be creative in education. Our discussion examines the rhetoric around the term, as well as issues of access to technologies that afford creativity. This tri-modal model of creativity offers an interdisciplinary framework to complement existing models for understanding creativity.

中文翻译：

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三种创意模式

本文是对创造力一词的本体论调查，以提出一个注入关键哲学和批判观点的模型。本文提出创造力在世界上具有三种存在模式或存在方式：本能（体现）、观念（思想和概念）和观察（欣赏、批判和评价）。我们将创造力协同地视为以概念和具体方式代表个人的创意体验和输出——以及外部塑造、增强和限制创意体验的东西。技术作为思考或创造的工具，通常会调节这三种模式的运行。我们讨论每一种模式，在一个教育范例中实例化它，还涉及权力、话语、以及对教育中被认为具有创造性的东西的把关。我们的讨论考察了围绕该术语的修辞，以及获得提供创造力的技术的问题。这种创造力的三模态模型提供了一个跨学科框架来补充现有的理解创造力的模型。