Abstract
Teaching creativity is an issue gaining more attention. Businesses and universities alike are looking for ways to promote creative and innovative thinking. As universities look for ways to teach and assess creativity, interscholastic speech and debate competition should be held up as a model for such efforts. Through a combination of iterative performances, the mastering of domain knowledge, an environment that encourages/rewards creativity, and feedback based on the Consensual Assessment Technique, forensics offers an ideal environment for students to learn the process of developing creative products.
Recommended Citation
Holm, T. T. (2016). The Teaching of Creativity: Process, Product, Environment, and Assessment. National Forensic Journal, 34(1). https://doi.org/10.56816/0749-1042.1037
