The presented volume introduces a new approach to mathematical creativity via the theory of bisociation formulated in the Act of Creation by Arthur Koestler (1964). The theory of bisociation derives from Koestler’s analysis of the insight phenomenon called Aha! moment or eureka experience conducted in the domain of humor, scientific discovery, and art. The wide familiarity of the phenomenon to the general student population as that sudden moment when everything becomes clear, the definition of creativity through the Aha! moment gives us the basis for the concept of creativity of and for all.
The volume has two objectives: (1) to investigate classroom facilitation, emergence, and depth of knowledge assessment of an Aha! moment insight, and (2) to investigate relationships between bisociation theory with the field of creativity and learning theories. The summary of both investigations is presented in the Conclusions together with new research questions generated by the work of different authors in different chapters of the book. Two of the results from the Conclusions stand out: (1) formulation of the basis for Aha! pedagogy, whose aim is to introduce facilitation of bisociative creativity at every level of mathematical development, and (2) formulation of the basis for the theory of learning-through-creativity of Aha! moments.
It is striking to note the wealth of connections bisociation makes with different domains and theories of learning presented in the volume: from the mathematics classroom’s Aha! moments to the neural networks of artificial intelligence, through neuroscience to computer creativity and bisociative search engines, from the psychology of affect to the psychology of conation. Bisociation easily networks with constructivist theories of learning, which leads us to conjecture the possibility of creativity-based learning and teaching of mathematics.
The editors of the volume hope to facilitate new moments of useful reflection among readers upon the fundamental role of creativity in learning and teaching mathematics in our classrooms.