Creativity: Building Knowledge and Defining the Challenge II

In addition, we need to remember that we are making an important distinction between the creativity and innovation required among the 21st century workforce, and that which is relative to education for creativity among children and young adults. It is obvious most children are not going to make creative contributions to the society around them – at least not yet. But they can learn to become more creative people. This requires shaping attitudes about life and work. It also requires practice in applying creative thinking strategies to the affairs of life. As children develop skills related to creative thinking, they will be positioned mentally and attitudinally to make important innovative contributions to their professional life sometime in the future. Hence, education for creativity in children needs to focus upon a child’s personal life as it is today, addressing his or her own real-world struggles and opportunities.

 

This is why I prefer to address education for creativity through the lens of “everyman’s” creativity, or “normal creativity” a term Nancy Andreason, scholar, researcher and author of The Creative Brain, distinguishes from “remarkable creativity” and “extraordinary creativity.” Focusing on everyman’s creativity allows us to address the creative thinking process with children who do not yet possess robust knowledge in any field. We can focus on their studies, their hobbies, or their relationships with other children – things they know about. Creativity is just as important and viable in these mundane affairs of life as they will be in the future workforce. Addressing these affairs they will build habits related to creative thinking.

Let’s now resume the stages of creative problem solving.

Assuming you have identified a few challenges or problems from the mess finding stage, it is time to frame it. “The formulation of a problem is often more important than its solution . . . to raise new questions, new possibilities . . . to regard old problems from a new angle, requires imagination and marks real advance . . .” (Isaksen, Treffinger, 1986). John Dewey, among others, stated, “A problem is half-solved if properly stated.”

Foremost, the problem should be stated so that you can gather an abundance of ideas about how to solve the problem. You can use an invitational stem, for example, “In what ways . . . can I get better grades in school?” Or “What things might I do . . . in order to make the traveling soccer team this summer?” “What options are there to . . . make my summer productive?” Notice that stating your challenge in this manner allows room for uncertainty and helps avoid premature solutions. You are seeking an array of ideas and approaches to the situation.

The problem statement can also expand your thinking if you vary the action phrase. For example, in the effort to improve your grades you can propose, “How might I better organize my time so that . . .” Or ”How might I better arrange my room Or study space so that . . .” Or “What people might be able to help me study so that . . .” If you wish to become a better baseball player you might ask, “What camps can I attend this summer so that . . .” Or “In what ways can I strengthen my body so that . . .” The action phrase will help focus your efforts and enable you to determine whether or not your strategy is working.

When problem solving statements are vague, “How can I get better grades?”, then usually the action or result is vague and hard to measure. Worse yet, it is ineffective. There is no way to develop an action plan nor is there a way to assess whether or not you are making progress. The problem statement and action verb should have the power to give you a plan of action, a clear means of measurement, and thereby function as a springboard for additional action.

From April 2013 Birchwood Clipboard