Creativity: What does it Creativity: What does it mean?mean?

Concept of CreativityConcept of Creativity

Has always intrigued humansHas always intrigued humans

Fascinated historians, scientists & Fascinated historians, scientists & educatorseducators

ElusiveElusive

Young (1985) described creativity as a “honorific” term because of the difficulty

associated with finding a universally accepted definition.

Ford & Harris, 1992

Creativity: Key termsCreativity: Key terms

The principal goal of education is to create people who are capable of

doing new things, not simply repeating what other generations

have done – people who are creative, inventive discoverers.

- Piaget

For Piaget, an ability to evaluate a situation from a multitude of perspectives was a

necessary factor in the creative process.

Piaget (1962)Piaget (1962)

Creative imagination is gradually Creative imagination is gradually reintegrated in intelligence as children age.reintegrated in intelligence as children age.During the developmental process, the During the developmental process, the creative imagination increases.creative imagination increases.Creativity & Intelligence synergistically Creativity & Intelligence synergistically encourage each other to generate more encourage each other to generate more productive activity.productive activity.Nature of the creative process is malleable Nature of the creative process is malleable – it changes as the child progresses – it changes as the child progresses through the developmental stages. through the developmental stages.

Unless more people leave formal education with an enhanced capacity to

engage in, and make an active contribution to, innovation, then much

of what we label creativity and inventiveness and entrepreneurship

and enterprise will remain unexploited to the detriment of both individuals and

society.

David Hargreaves, 2001

Torrance, 1971Torrance, 1971

Human beings are born with abilities that Human beings are born with abilities that tend to be specific to a domain.tend to be specific to a domain.Creativity is a combination ofCreativity is a combination of– abilityability– skills skills – motivationmotivation

Creativity is teachable. Creativity is teachable. Life experiences of culturally diverse Life experiences of culturally diverse groups prepare them to be creative. groups prepare them to be creative.

http://www.ltscotland.org.uk/creativityhttp://www.ltscotland.org.uk/creativity

Myth 1Myth 1: Creativity is only important in some : Creativity is only important in some areas of human activityareas of human activity

MythMyth 22:The creative process just happens; it :The creative process just happens; it is always inspirational, effortless and comes is always inspirational, effortless and comes like a bolt from the bluelike a bolt from the blue

Myth 3Myth 3: Creative people are somehow : Creative people are somehow special, a bit different from the rest of us and special, a bit different from the rest of us and actually a bit strange in some way. actually a bit strange in some way.

This view is all rooted to the all common This view is all rooted to the all common misconception that creativity involves misconception that creativity involves artistic sensibility.artistic sensibility.

But scientists and mathematicians are no But scientists and mathematicians are no less creative in their fields than artists and less creative in their fields than artists and creative writerscreative writers

Myth 1: Myth 1: Creativity is only important in some areas of human activityCreativity is only important in some areas of human activity

This derives, in part, from the thought that This derives, in part, from the thought that creative thinking is somehow separate from creative thinking is somehow separate from other forms of thinking and that it is not other forms of thinking and that it is not possible to plan for creative ideas.possible to plan for creative ideas.

The notions that creative individuals will The notions that creative individuals will come up with ideas because they are good come up with ideas because they are good at ‘that sort of thing’ and that disciplined at ‘that sort of thing’ and that disciplined thinking is at odds with creative thinking thinking is at odds with creative thinking needs to be challenged. needs to be challenged.

Myth 2: Myth 2: The creative process just happens; it is always inspirational, The creative process just happens; it is always inspirational,

effortless and comes like a bolt from the blueeffortless and comes like a bolt from the blue

Historically this view of things is associated with Historically this view of things is associated with formal education’s preoccupation with conformity. formal education’s preoccupation with conformity.

In a system where In a system where what what was learned and was learned and howhow it it was was learnedlearned were best were best determined by the teacherdetermined by the teacher or the systemor the system, any , any deviation from the orthodoxdeviation from the orthodox approach was thought approach was thought unconventionalunconventional and even and even dangerous in that it challenged the status quo and dangerous in that it challenged the status quo and destabilized the system with catastrophic destabilized the system with catastrophic consequences!consequences!

Myth 3: Myth 3: Creative people are somehow special, a bit different from Creative people are somehow special, a bit different from

the rest of us and actually a bit strange in some way. the rest of us and actually a bit strange in some way.

Initial Problem in Defining CreativityInitial Problem in Defining Creativity

Society respects creativity less than Society respects creativity less than intelligence & academic ability (a bias intelligence & academic ability (a bias evident particularly in schools)evident particularly in schools)Standardized tests tend to ignore creativity Standardized tests tend to ignore creativity (Ford, Harris & Winborne, 1990)(Ford, Harris & Winborne, 1990)Traditionally, society has provided a hazy Traditionally, society has provided a hazy yet rigidly defined impression of creativity yet rigidly defined impression of creativity Creativity suffers in cultures or societies Creativity suffers in cultures or societies that do not appreciate creative people that do not appreciate creative people (Mar’l,1976 & Torrance, 1984)(Mar’l,1976 & Torrance, 1984)

The ability to make something that no one else has made, to produce

something novel, something original

(Becker, M.G.; 1994)

Describing CreativityDescribing CreativityBringing into being something that was not there Bringing into being something that was not there before. before. (Edward de Bono, 1992)(Edward de Bono, 1992)

Wallas (1926) described creativity as a 7-step Wallas (1926) described creativity as a 7-step process:process:

1.1. EncounterEncounter was the stage of identifying a problem was the stage of identifying a problem or something out of the ordinary to be addressed.or something out of the ordinary to be addressed.

2.2. Preparation Preparation consisted of gathering information, & consisted of gathering information, & researching the problem.researching the problem.

3.3. ConcentrationConcentration was the time-consuming stage that was the time-consuming stage that occurs when a child puts forth effort to solve the occurs when a child puts forth effort to solve the problem. problem.

4. 4. IncubationIncubation occurred when a child could not occurred when a child could not decide on a course of action. At this stage, a decide on a course of action. At this stage, a child may physically remove himself from the child may physically remove himself from the situation, hoping that a solution comes to situation, hoping that a solution comes to mind.mind.

5. During 5. During illuminationillumination, the idea or solution , the idea or solution becomes apparent (Eureka!)becomes apparent (Eureka!)

6. During 6. During verificationverification, a child attempts to prove , a child attempts to prove that the solution is appropriate. that the solution is appropriate.

7. 7. PersuasionPersuasion occurs when a child attempts to occurs when a child attempts to convince someone else that his product / convince someone else that his product / idea solves the problem. idea solves the problem.

What does it mean to be creative?What does it mean to be creative?

The creative person conceives something new, The creative person conceives something new, makes something real that was unreal (i.e., makes something real that was unreal (i.e., fictitious, imaginary), actualizes what was fictitious, imaginary), actualizes what was formerly only potential.formerly only potential.

These are the commonly held conceptions of These are the commonly held conceptions of creativity, but researchers have not agreed, and creativity, but researchers have not agreed, and still do not agree, on what is meant by creativity still do not agree, on what is meant by creativity (Glover, Ronning, & Reynolds, 1989; Krebs & (Glover, Ronning, & Reynolds, 1989; Krebs & Shelley, 1975; Runco & Albert, 1990)Shelley, 1975; Runco & Albert, 1990)

Becker, 1994Becker, 1994

His contention: Current use of the label His contention: Current use of the label creativity creativity – obscures the importance of discovery obscures the importance of discovery

(Getzels & Csikszentmihalyi, 1976) of (Getzels & Csikszentmihalyi, 1976) of specialized, technical competence (Root-specialized, technical competence (Root-Bernstein, 1988) Bernstein, 1988)

– underplays the importance of asking the right underplays the importance of asking the right question (Brown, 1989; Csikszentmihalyi, question (Brown, 1989; Csikszentmihalyi, 1990; Ghiselin, 1952; Henle, 1974)1990; Ghiselin, 1952; Henle, 1974)

Moustakas, 1961Moustakas, 1961

Experience of expressing or actualizing Experience of expressing or actualizing which emerges from one’s own search into which emerges from one’s own search into

oneselfoneself

Self-actualization as a creative act rather than

a cleansing or polishing of something that has been obscured

Gruber; Root-Bernstein (1988)Gruber; Root-Bernstein (1988)

The word CREATIVE emphasizes the The word CREATIVE emphasizes the power of the creator to power of the creator to produceproduce something something

new new

rather thanrather than

the skill & knowledge required to set the the skill & knowledge required to set the stage for, recognize, bring forth, & show a stage for, recognize, bring forth, & show a

discovery.discovery.

Psychological DefinitionPsychological Definition(Boden, 1992)(Boden, 1992)

The ability to come up with an idea which, relative to the

pre-existing domain-space in one’s mind,one could not have done before

What if others have done it?What if others have done it?

Whether any other person (or system) has Whether any other person (or system) has already come up with it on an earlier already come up with it on an earlier occasion is irrelevantoccasion is irrelevant

That is a historical question, not a That is a historical question, not a psychological onepsychological one

Boden, 1992Boden, 1992

Ford & Harris, 1992Ford & Harris, 1992

Modifiable, deliberate process that exists Modifiable, deliberate process that exists to some degree in each of us.to some degree in each of us.

Proceeds though an identifiable process & Proceeds though an identifiable process & is verified through the uniqueness & utility is verified through the uniqueness & utility of the product created. of the product created.

It can be learned. It can be learned.

Creative people are made, not born.

Problems inherent in identifying Problems inherent in identifying creativity are as perplexing as creativity are as perplexing as those inherent in measuring those inherent in measuring

intelligence, achievement, and intelligence, achievement, and motivation.motivation.

Ford & Harris, 1992

Additional DifficultyAdditional Difficulty

Identifying creativity among culturally diverse Identifying creativity among culturally diverse students is difficult because what is creative in one students is difficult because what is creative in one culture may not be creative in another (Ford & culture may not be creative in another (Ford & Harris, 1992).Harris, 1992).Society determines the values & criteria by which Society determines the values & criteria by which creative products are evaluated and opportunities creative products are evaluated and opportunities for creative expression are unequally distributed for creative expression are unequally distributed within a society (Mar’l, 1976).within a society (Mar’l, 1976).Distinct social & cultural influences stimulate Distinct social & cultural influences stimulate creativity (Gowan & Olson, 1979).creativity (Gowan & Olson, 1979).Unfavorable economic, social & political factors Unfavorable economic, social & political factors inhibit creativity (Gray, 1966). inhibit creativity (Gray, 1966).

Torrance, 1984Torrance, 1984

Buddhists used creativity tests (Koans) to Buddhists used creativity tests (Koans) to select gifted and talented candidates for select gifted and talented candidates for training.training.

Chinese & Japanese identified geniuses Chinese & Japanese identified geniuses by asking them to create poems. by asking them to create poems.

Gay’s (1978) 6-step plan for Gay’s (1978) 6-step plan for assessing creativityassessing creativity(for culturally diverse students)(for culturally diverse students)

1. Use vocabulary & creativity tests1. Use vocabulary & creativity tests2. Assess the entire student body2. Assess the entire student body3. Rate students in leadership3. Rate students in leadership4. Have parents complete a checklist of 4. Have parents complete a checklist of

creative behaviorcreative behavior5. Make a commitment to including 5. Make a commitment to including

increased numbers of culturally diverse increased numbers of culturally diverse students in gifted & talented programsstudents in gifted & talented programs

6. Assign weight factors to various abilities6. Assign weight factors to various abilities

Boden, 1990-1992Boden, 1990-1992

Creativity can be scientifically understood Creativity can be scientifically understood with the help of computational conceptswith the help of computational concepts

Computers and Creativity make interesting Computers and Creativity make interesting partners with respect to 3 rather different partners with respect to 3 rather different types of projectstypes of projects

1.PSYCHOLOGICALUnderstanding human creativity

2. TECHNOLOGICALProducing computer creativity

3. PRAGMATIC / EDUCATIONAL

Using computers to aid one’s own

creativity

Intriguing relationships between Intriguing relationships between creativity & machinescreativity & machines

Computers can help us to do creative Computers can help us to do creative thingsthings

Computational approaches can clarify Computational approaches can clarify many questions about our own creative many questions about our own creative powerspowers

Computers can give psychologists a way Computers can give psychologists a way of seeing more clearly into the rich of seeing more clearly into the rich subtleties of the human mindsubtleties of the human mind

Boden (1992)Boden (1992)

Computational MethodsComputational Methods

Draw from artificial

intelligence

Describe conceptual spaces

Generative system

Complex set of rules

Define relevant dimensions

Specify ways in which a range of structures (ideas) can be generated

Boden, 1992Boden, 1992

Human creativity is something of a Human creativity is something of a mystery.mystery.

Artists and scientists rarely know how their Artists and scientists rarely know how their original leads come about.original leads come about.

Artists and scientists allude to intuition but Artists and scientists allude to intuition but cannot say how it works or how creativity cannot say how it works or how creativity can be recognized.can be recognized.

Non-Combinational CreativityNon-Combinational Creativity

Involves exploration / transformation of Involves exploration / transformation of conceptual spaces (styles of thought) in conceptual spaces (styles of thought) in people’s minds, for examplepeople’s minds, for example

- - writing prose or poetry, genres of sculpture, writing prose or poetry, genres of sculpture, painting or music, theories in the math & painting or music, theories in the math & sciences (any reasonably disciplined way of sciences (any reasonably disciplined way of thinking)thinking)

Boden, 1992Boden, 1992

Why Mozart is different from the Why Mozart is different from the rest of us!rest of us!

His mind contained:His mind contained:

more richly-detailed maps of musical more richly-detailed maps of musical structures structures

more ways of negotiating them fruitfullymore ways of negotiating them fruitfully

than other peoplethan other people

Creative processes occur when there is an integration of the characteristics of

both critical and creative thinking.

Creative ThinkersCreative Thinkers Creative thinkers are highly skilled in using the kind Creative thinkers are highly skilled in using the kind

of thinking that is generally associated with the right of thinking that is generally associated with the right hemisphere, such as: hemisphere, such as:

making remote or uncommon associations making remote or uncommon associations

constructing unusual categories constructing unusual categories

finding new starting points finding new starting points

going beyond the information given going beyond the information given

building broad networks building broad networks

producing novel configurations producing novel configurations

trusting personal intuition trusting personal intuition

Some facets of creativitySome facets of creativity

include various ways of thinking, doing include various ways of thinking, doing and communicatingand communicating

involve combinations of imaginative, involve combinations of imaginative, intuitive, and logical thinkingintuitive, and logical thinking

is always about originality, the forming and is always about originality, the forming and making of something new, whether it is an making of something new, whether it is an artifact or a system or a procedure artifact or a system or a procedure

Gruber, Pinker, Myers, Howe, Cropley

Characteristics of Creative PeopleCharacteristics of Creative People

PresciencePrescience

CuriosityCuriosity

Non-conformityNon-conformity

PersistencePersistence

Sensitivity to beautySensitivity to beauty

Self-awarenessSelf-awareness

IndependenceIndependence

IntuitionIntuition

AltruismAltruism

TemperamentTemperament

A proclivity to make A proclivity to make mistakesmistakes

Sense of HumorSense of Humor

Risk takingRisk taking

Creative individuals see what everybody else

has seen but think what nobody has thought. Ford & Harris, 1992

Creativity: Basic AssumptionsCreativity: Basic Assumptions

1. Creativity involves a discontinuous shift in 1. Creativity involves a discontinuous shift in perception only when habitual methods are not perception only when habitual methods are not successful in solving a problem or overcoming a successful in solving a problem or overcoming a challenge. challenge.

2. This perceptual shift is initiated by a highly 2. This perceptual shift is initiated by a highly motivating & provocative mental image that motivating & provocative mental image that behaves as a metaphoric precursor to an ultimate behaves as a metaphoric precursor to an ultimate workable solution or new insight. The answers to workable solution or new insight. The answers to the problem are somehow imbedded within the the problem are somehow imbedded within the metaphor.metaphor.

Creativity: Basic Assumptions Creativity: Basic Assumptions (continued)(continued)

3. The probability and rate of occurrences of this 3. The probability and rate of occurrences of this metaphoric image increases significantly when metaphoric image increases significantly when we can relinquish all connections to our we can relinquish all connections to our present present mental state mental state in the early stages of the creative early stages of the creative problem solving process.problem solving process.

Seven Operating Principles Seven Operating Principles to Improve Creative Output to Improve Creative Output

1. The future initiates and pulls creative thought.1. The future initiates and pulls creative thought.2. Initial fact finding is best postponed.2. Initial fact finding is best postponed.3. Problem redefinition is often a retrospective 3. Problem redefinition is often a retrospective

event.event.4. Metaphors and analogies fuel the creative 4. Metaphors and analogies fuel the creative

process.process.5. Forcing relationships is a key process factor. 5. Forcing relationships is a key process factor. 6. Convergence is a highly creative process whose 6. Convergence is a highly creative process whose

potential is often neglected. potential is often neglected. 7. One should work only on participants’ real 7. One should work only on participants’ real

problems.problems.

When the creative potential & abilities of When the creative potential & abilities of children are nurtured, they become children are nurtured, they become

empowered as free and independentempowered as free and independent individuals.individuals.

Instilling creativity in children creates Instilling creativity in children creates possibilities for solving future problemspossibilities for solving future problems that educators may not have even begun to that educators may not have even begun to

envision.envision.

Ford & Harris, 1992

Take a moment to enjoy the Take a moment to enjoy the following performancefollowing performance

http://http://mail.lynms.edu.hk/~cwk/sand.wmvmail.lynms.edu.hk/~cwk/sand.wmv