Neuroscience applied to literary creativity

Abstract

Introduction: Creativity, from a neuroscience perspective, has the ability to generate new ideas, which are essential when combining prior knowledge with new ones, creating multiple solutions that incorporate divergent thinking in the face of a situation or problem, utilizing fluidity, flexibility, originality, and detailed elaboration of ideas. Materials and methods: With these theoretical foundations of a humanistic and psychopedagogical nature, not only will the need to value students from their personality become evident, but the value of prior knowledge in acquiring skills and competencies to perform throughout life will also be recognized. Reading and writing should be considered as both a philosophy and a practical exercise from the earliest years of life until it becomes a habit with pleasure and accomplishment, but not an obligation. Results: With the rise of technology and the changes in society's lives in recent years, it is necessary to take an interdisciplinary approach to children and young people's education as an unavoidable necessity for cognitive growth, in order to activate their abilities and skills that will allow them to maximize their convergent and divergent thinking. Discussion: It is necessary to pay attention to neuroculture, which, with the contributions of genetics and epigenetics, and especially neuroscience, will allow teachers to stimulate students' creativity through creative writing workshops. Conclusions: Finally, the importance of prior experience or knowledge used in neuroscience must be considered, since greater knowledge leads to greater potential for creativity. However, this is not a determining factor; for this attribute, the playful environment is a factor that awakens creativity.