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Introduction Theories and Definitions CRS 560 Foundations of Creativity (Creative Problem Solving) Spring 2014 Why Lie? • • • • Detecting patterns Taking a risk Elaboration Originality • Storytelling as a creative talent Why Man (& Woman) Creates? 1. 2. 3. 4. 5. 6. 7. 8. The Edifice Fooling Around The Process The Judgment The question A parable A Digression The Search Lets discuss why humans create… The nature of creative process. The variety, richness & importance of creative vision. Observation, exploration, commitment and hard work as a part of creativity. How play relates to the creative process. Failure as a necessity in creativity. How society responds to new ideas and to the creative process. Brainstorm – a list of 40 creative words 1. 11. 21. 31. 2. 12. 22. 32 3. 13. 23. 33. 4. 14. 24. 34. 5. 15. 25. 35. 6. 16. 26 36. 7. 17. 27. 37. 8. 18. 28. 38. 9. 19. 29. 39. 10. 20. 30. 40. Hilda Taba* Technique 1. List the words on individual slips of paper. 2. Group the words. 3. Label the groups. *Hilda Taba is an educational theorist who developed the concept attainment model. Grouped words and their respective labels Lets Define Creativity….. Use the categories to fashion a definition. Create a visual that shows the definition either as a model or a metaphor Purpose of this course: Understanding the Theory • most researchers agree that creativity involves “originality, appropriateness and the production of work of value to society • An alternative conception of creativeness is that it is simply the act of making something new. • Although intuitively a simple phenomenon, it is in fact quite complex. It has been studied from the perspectives of behavioural psychology, social psychology, psychometrics, cognitive science, artificial intelligence, philosophy, history, economics, design research, business, and management, among others. The studies have covered everyday creativity, exceptional creativity and even artificial creativity. Unlike many phenomena in science, there is no single, authoritative perspective or definition of creativity. And unlike many phenomena in psychology, there is no standardized measurement technique Constructs of Creativity (David MacKinnon) • Process • Product • Person • Press (Situation) Process Process • Creativity is a mental and social process involving the generation of new ideas or concepts, or new associations of the creative mind between existing ideas or concepts. Creativity is fueled by the process of either conscious or unconscious insight. • Measured by tests of divergent thinking • . Product • Anything that is experiences or made –an idea, a work of art, a scientific theory, the design of a building—may be a creative product. But if they are to qualify as true creations they must first meet certain criteria. • Measured by rubrics with criteria often established by the “field” • SPAF Novelty • Creativeness of a product when judged in terms of novelty, originality, or statistical infrequency is alsways relative to a given population of products. Those that are the most creative are the ones that are novel or original in the experience of an entire civilization of humankind. Adaptive to reality • Must serve to solve a problem, fit the need of a situation or accomplish some recognizable goal. Creative Product Must be Produced The solution must be both true and beautiful • Solutions should be aesthetically pleasing. Creates new conditions of human existence, transcending and transforming the generally accepted and change radically the experience of man ‘s view of the world. Creative Person • Most salient features of all creative groups while remembering the uniqueness of each individual. • How measured? • Checklists, interviews, observations • SRBCSS, GIFT, WILLIAMS SCALE http://technology.ezinemark.com/stevejobs-death-2011-most-famous-quotes-inhis-life-77371348ffa5.html Creative Situation or Press Task Commitment Above Average Ability Creativity A I U C C T P Purpose of creativity: Personal • Our ability to express our deepest feelings is at the core of the importance of creativity. As humans we have a very strong need to express ourselves and we're happiest when other people understand what we are trying to get across to them. • http://www.rousingyourmuse.com/index.htm l Purpose of the course: Classroom applications • Barker, Karpova & Marcketti (2008) say that creativity must be brought to the “center of focus when preparing future citizens to deal with uncertainty and to adapt to continuous change” (p. 1). Theories of Creativity 1. 2. 3. 4. 5. Threshold definition Personality theorists Process Situation Modern Explanations of Creativity 1. 2. 3. 4. Psychoanalytic Humanist Behaviorist Cognitive Theories of Creativity 1. Threshold Theory Which is the most creative? • • • • • • Beethoven’s Fifth Symphony Spielberg’s movie E.T. Einstein’s Theory of Relativity Shirley Cohen’s Curtains Henree’s award winning new hair style Reagan’s theory of “Trickle-Down” economics Which is the most intelligent? • • • • • • Beethoven’s Fifth Symphony Spielberg’s movie E.T. Einstein’s Theory of Relativity Shirley Cohen’s Curtains Henree’s award winning new hair style Reagan’s theory of “Trickle-Down” economics Think Different Threshold Theory • Intelligence is necessary but not sufficient for creative accomplishments to occor. • The relationship between IQ and Creativity is aapparent in people whose IQ is below 120. After that there is little predictive value. Theories of Creativity 1. Threshold Theory 2. Psychoanalytic Theorists – Unconscious drive A. B. C. D. Freud Kubie Kris Jung Sigmund Freud and Psychoanalytic Perspective • Creativity is said to be the outcome of the unconscious neurotic conflict. Creativity is at the service of the id. • Difference between primary process thinking (daydreams, fantasies) and secondary process thinking analytic and logical. Freud on creativity & the unconscious Defense mechanism - sublimation Desires of Id suppressed Unconscious Conscious Creative Act Fantasy allows the creativity regression to playful thinking Primary Process – Relaxation Periods Secondary Process – Logical periods Ernest Kris • Fantastic, freely wandering thought processes tend to discharge libido and aggression. • Creativity results when there is a shift from the preconscious to the conscious—an illuminating experience. • Creativity is at the service of the ego which controls defense mechanisms. Kris – Theory of Creativity Creativity involves the ability to regress to a childlike frame of mind. U Pre Conscious C Free- wandering thought processes Creative fantasies Importance of Playfulness! Lawrence Kubie • Creativity takes place between the conscious and the unconscious that is in the preconscious. • Creativity is the new and unexpected connections, metaphorical relationships overlapping meanings, puns and allegories. Kubie – Theory of Creativity Continuum U Symbolic Process May be accessed by drugs or hypnosis. Pre Can engage in free Play Connections Metaphors Creativity C Symbol Systems Language Anchored in Reality Carl Jung • Archetypes– • Psychological type: draws from the realm of human experiences which raise the consciousness to greater levels of understanding • Visionary type: the creative process consists in an unconscious animation of the archetype and in a development and shaping of this image till the work is completed. Jung – Theory of Creativity Unconscious Mind Personal Past Collective Past Creativity happens through a person by communing with both types of unconscious thought. Theories of Creativity 1. Threshold Theory 2. Psychoanalytic Theorists – Unconscious drive 3. Behaviorists – Reinforced behavior A. Skinner Behavioral Principles of Creativity > Product of genetic and environmental history. (Skinner) > Increase behavior by rewarding it. (Maltzman) S-R S-R unrelated Combination of 2 experiences. > Mental Associations has a large number of verbal and non verbal associations to connect. Humanistic Perspective • Self actualization is an intrinsic drive • The self actualized person approaches all aspects of life in a creative way • Special talent creativity vs. Self actualized creativity • Conditions for creativity. Maslow’s Hierarchy of Needs Aesthetic Self Actualization Self - Esteem Belonging Safety Physical Needs Characteristics of Self Actualized People • • • • Spontaneous Expressive Natural Less Controlled Less Inhibited “Relatively un-frightened by the unknown, the mysterious and often positively attracted by it…selectively pick out things to puzzle over, to mediate on and to be absorbed in work.” Maslow, 1967 • Peak experiences – lost in the present. • Self actualized creativity vs. Special talent creativity. • Deficient needs vs. Being needs vs. Aesthetic needs. Invention Convention Invention Convention Necessity is the mother of invention. Using only the provided newspaper, scissors, and tape invent each of the following items. 1. 2. 3. 4. 5. 6. A hearing aid. Something to save your 7. A teaching aid to teach life. children subtraction. A wasp trap. 8. An object to help someone A way to measure a two communicate. story building. 9. Something a pet owner A foolproof clue to your may need. identity. 10. Something to help prepare A container to hold a food. 10lb rock. Judging Inventions & Creativity Score Flexibility Originality Fluency Elaboration Theories of Creativity 1. 2. 3. 4. 5. Threshold Theory Psychoanalytic Theorists – Unconscious drive Behaviorists – Reinforced behavior Cognitivists- A way of thinking Humanists – a state of being A. Maslow B. Rogers Theories of Creativity 1. 2. 3. 4. 5. Threshold Theory Psychoanalytic Theorists – Unconscious drive Behaviorists – Reinforced behavior Cognitivists- A way of thinking Humanists – a state of being 6. Contemporary Theorists- a systems and developmental approach A. Amabile Simonton B. Gruber Csikszentmihalyi C. Gardner Gruber • Studied traits of creative individuals • Task commitment – Through working hard you transform yourself and what would be hard for others becomes easy for you. – The greatest fun is the work. – Creative people combine a zest for work with a capacity to play • Sense of purpose – Strong, robust energetic – A feeling of who they are and where they are going • Risk taking – Challenged by the unknown – Courage can come at time depending on life’s circumstances • Network of Enterprises –Multiple ongoing interests thread through the intellectual life of a creative individual. –Complete and enduring sets of purposes –Juggling projects Bracketing • Technique creative people use to handle problem that they can’t solve yet. • Tolerance for ambiguity • Sometimes intuitive ideas can’t be explained for lack of knowledge must make assumptions • Images of a wide scope – Metaphor that holds the key to a creative breakthrough. – Creative people must use their skills to devise environments that foster their work – They must invent new peer groups appropriate to their projects – Being creative means striking out in new directions and making new friends – Being creative means a willingness to be alone for awhile. A Systems Perspective on Creativity Mihaly Csikszentmihalyi Happiness, Creativity, and Flow Figure 1.1 A systems model of creativity Domain • Area in which a person is working (art, physics, etc.) • Dependent on culture (eg. computer science in San Francisco in 60s and 70s • Different domains are valued in different ethnic groups Field • Experts/Gatekeepers in a given domain who judge creativity (eg. museum curators and modern art) • Is affected by current social values The Nature of Creativity R. J. Steinberg Investment Theory • Creativity requires 6 resources – Intellectual abilities – Knowledge – Styles of thinking – Personality – Motivation – Environment Attributes of Creative Students – Buy low and sell high – Excel in art but not as often in writing – Persists through resistance – Learn better when information is applicable – Can be hard to identify Evaluating Creativity as a Teacher • Identifying Creativity in Students – Quality of work – Sophistication of work – Originality of work • Creativity is as much an attitude toward life as it is an ability – This attitude CAN be taught and nurtured in our students What Is the Common Thread of Creativity? Its Dialectical Relation to Intelligence and Wisdom By Robert Sternberg Sent June 19 INTELLIGENCE • The ability to adapt to the environment. • Acquire skills to adapt to their existing environment. CREATIVITY • The ability to produce products that novel and high quality. But not necessarily what people expect or desire. WISDOM • Balance the need for change (creativity) and stability (intelligence) “ The ideas of today's intelligence will be questioned by the ideas of tomorrow's creativity, only to be synthesized by the ideas of post tomorrow's wisdom.” • The ability to adapt to the environment. • Intelligent people are those who somehow acquire the skills that lead to their fitting into existing environments. Intelligence Wisdom • Individuals that balance a need for change (creativity) with the need for stability and continuity (intelligence) Sent June 19 in human affairs. • A wise person is both intelligent and creative. • The ability to produce products that are not only high in quality, but novel. • They create ideas the “defy the crowd” by intelligently screening their own ideas. • Creativity is meaningful only in the context of the system that judges it, what is creative in one context may not be creative in another. Creativity Environment/Society • Money in a given domain will affect creativity (eg. art in Italy during the Renaissance) • On an individual level, the ability to be creative is a luxury and often not possible for those living in poor circumstances • Someone who is too comfortable will not be motivated to be creative Simonton • Studied creativity over the life span. –Personality –Circumstances of their training –Properties of their most highly esteemed work. Findings • • • • Maximal creativity 35-39 Tend to produce more bad than good Drop out of college Smart but not too brainy • Developmental or early influences: – Higher incidence of parental loss – First born – Environment replete with intellectually and culturally stimulating materials – Role models: essential tension • Formal education – “It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry for this delicate little plant aside from stimulation stands mostly in need of freedom; without this it goes to wreck and ruin without fail” (Einstein) • As educational level increases the probability of achieving eminence in a creative endeavor also increases up to a certain optimum and thereafter declines so that further formal training diminishes the odds of achieving the highest eminence. Theories of Creativity 1. 2. 3. 4. 5. 6. Threshold Theory Psychoanalytic Theorists – Unconscious drive Behaviorists – Reinforced behavior Cognitivists- A way of thinking Humanists – a state of being Contemporary Theorists- a systems and developmental approach Creativity Review • There seems to be a continuum of creative abilities C………………….c • There is a relationship between intelligence and creativity. This is called the threshold effect. • Depending on the psychological paradigm, creativity is viewed as a subconscious drive, a conditioned response, a way of thinking, or a drive to fulfill potential. A man must consider what a rich realm he abdicates when he becomes a conformist. • Ralph Waldo Emerson Creative folks : • Have a strong sense of curiosity, • Have a childlike sense of wonder and intrigue. • Enjoy exploration & experimentation. • Have a history of taking things apart to see how they work. • Enjoy exploring attics, libraries, or museums. Characteristics of Creative Folks • • • • • • High energy Imaginative Risk taking Curiosity Argumentative, cynical Indifferent to common conventions and courtesies • May not participate in class activities ADHD • • • • • • Has difficulty sustaining attention on tasks or play activities Often shifts from one uncompleted activity to another Has difficulty playing quietly Often interrupts or intrudes on others Often does not seem to listen to what is being said Often loses things necessary for tasks or activities in school or at home • Often engages in physically dangerous activities without considering possible consequences (not for purpose of thrillseeking) e.g. runs into street without looking