This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education.

This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education.

This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The present study reflects upon the identification process for gifted or highly able children through a systematic study of the literature, with the aim of providing them with an adequate and stimulating education beginning at an early age. The identification process requires an adequate diagnostic process of giftedness, and creativity is an important determining factor. Creativity, however, is a very complex construct due to differences in definition in the psychology field. This study aims to make a valuable contribution by discussing how to measure creativity in gifted or highly able children, as well as proving recommendations in the diagnostic process. / El presente estudio busca reflexionar acerca del proceso de identificación de los niños superdotados o talentosos, a partir de un estudio sistemático de la literatura especializada, con el fin de brindarles una educación adecuada y estimulante desde edades tempranas. El procesode identificación demanda un proceso diagnóstico adecuado de la superdotación, enel que la creatividad es un factor determinante. La creatividad como concepto psicológico,es una categoría especialmente compleja, debido a que existen diferentes aproximaciones y definiciones de la misma. Este estudio contribuye a dar respuesta a la mejor manera en que se puede medir la creatividad en niños superdotados o talentosos, proponiendo recomendaciones al respecto.