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Modern ideas of embodiment have been influential in cognitive science for the past several decades, yet there is minimal evidence of embodied cognition approaches in creativity research or pedagogical practices for teaching creativity skills. With creativity research in crisis due to conceptual, methodological, and theoretical issues, radical embodied cognitive science (RECS) may offer a framework to move the field forward. This conceptual analysis examines the current state of creativitydoi:10.3389/fpsyg.2019.02372 pmid:31695653 pmcid:PMC6818493 fatcat:4yvinzhkyjavjii5lo7v7qibxy