Scholarships vs. training for happiness gained from education in creativity: an analytical model

Zagonari, Fabio (2015) Scholarships vs. training for happiness gained from education in creativity: an analytical model. Bologna: Dipartimento di Scienze economiche DSE, p. 15. DOI 10.6092/unibo/amsacta/4225. In: Quaderni - Working Paper DSE (999). ISSN 2282-6483.
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Abstract

This paper presents an analytical model of the dynamic interrelationships between education, creativity, and happiness based on both theoretical insights and recent empirical neurological studies. In the model, the outcome is conditional on individual intelligence and risk aversion. Specifically, it focuses on two main determinants of creativity (divergent and convergent thinking), and compares two main educational policies (scholarships vs. training) in terms of their impacts on the happiness gained from creativity in the general and healthy population. An empirical test is provided by matching the model’s predictions with the results of recent neuroscience research. Numerical simulations suggested that improving convergent thinking is more important than improving divergent thinking for creativity to generate happiness throughout an individual’s life, provided both divergent and convergent thinking have achieved a sufficiently large degree; and that unstructured training in divergent thinking (e.g., in accounting schools) is necessary to reach richer but less intelligent people, whereas scholarships or unstructured training in convergent thinking (e.g., in art schools) are necessary to reach more intelligent but less rich people.

Abstract
Document type
Monograph (Working Paper)
Creators
CreatorsAffiliationORCID
Zagonari, Fabio
Keywords
Education, training, happiness, creativity, analytical model
Subjects
ISSN
2282-6483
DOI
Deposit date
09 Apr 2015 12:04
Last modified
09 Apr 2015 12:04
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