A QUESTION: Can CREATIVITY be taught?
As an educator and creative practitioner, I am fascinated to question, how and what facilitates the ‘learning and teaching of creativity’, (not really possible in a sort blog post! – but here goes…..) Afterall, as Senior Tutor working at master’s level, I see I have the potentials to act as a catalysis (Biggs, J. (2003) ‘Constructive Alignment’), to; encourage creative and critical thinking, pose questions that elicit multiply answers and innovative solution to real world issues, ALL while I support inclusive learning, and help ALL students ‘succeed. This is a BIG ask! But, I am asking my students to imagine what ‘could be’ and propose scenarios that speculate on a future that may feel quite scary. This requires bravely and courage, I am there to support this journey. This I propose engages the divergent brain, but the convergent brain is also needed to analyse and organise findings, (George Land, 1968, Head Start).
Depending on individual learning experience and cultural background, creativity, or divergent brain activity is not always valued in mainstream education, Students want to know ‘how they should’ do something, what will score high marks. I observe that neurodiverse students, are more adept at using the divergent brain, to propose unique scenarios and project content. However, find organising and analysing critical information challenging. So, the greatest goal is to find the sweet spot between the divergent and convergent brain, to support diverse needs and learning styles.
This brings into question what variation of tools I use, in supporting learning; By questioning, (Socratic method: Reich, R., May 22, 2003) will I cause confusion? through ‘critique’ will I cause stress? and will me feedback be understood, if the student is challenged with diverse learning needs, or with language barriers. I know I need to critique and questions project work, use critical pedagogic approach (Connor, P., (2024), The Socratic Method: Fostering Critical Thinking,) while supporting and encouraging through engaging in compassionate pedagogy. Afterall, the part of the brain that we want to re-ignite is the ‘divergent’ section, the area where imagination can run free to find answers to complex questions. I see this an on-going throughout me teaching, through student/tutor collaborative sharing of ideas, through meaningful peer exchange and relevant learning activities, appropriate verbal, and written feedback, to foster an inclusive, creative space. (Biggs, J. (2003) ‘Constructive Alignment’)
CONCLUSION (still in neurodivergent process!):
I believe creativity is within ever person, and with time and gentle probing, through the right method of questioning without judgement, open discussion and respecting difference of opinion, creativity grows like a tree once outside the bounds of mainstream education. The research conducted by Dr.George Land started a controversial debate on the nature versus nurture mindset. Creativity and imagination, fuelled by the divergent brain engagement is thought to diminish as we grow older. Land poses this is due entirely to the rewarding and value placed on the convergent brain through formal education development. I believe that by encouraging both through questioning and critiquing compassionately. (Socratic Method, and Critical Pedagogy), students will reach a deep understanding of their creative potential.
THE SCIENCE:
In 1968, George Land conducted a research study to test the creativity of 1,600 children ranging in ages from three-to-five years old who were enrolled in a Head Start program. This was the same creativity test he devised for NASA to help select innovative engineers and scientists. The assessment worked so well he decided to try it on children. He re-tested the same children at 10 years of age, and again at 15 years of age. The results were astounding.
“What we have concluded,” wrote Land, “is that non-creative behavior is learned.”
PERCENTAGE TEST RESULTS FOR CREATIVE GENIUS BRAIN:
Test results amongst 5 year olds: 98% were considered GENIUS!
Test results amongst 10 year olds: 30%
Test results amongst 15 year olds: 12%
Same test given to 280,000 adults: 2%
References:
Biggs, J.B. (2003). ‘Teaching for quality learning at university’. Buckingham: Open University Press/Society for Research into Higher Education. (Second edition)
Connor, P., (2024),’ The Socratic Method: Fostering Critical Thinking’, Colorado State University: Available at: https://tilt.colostate.edu/the-socratic-method/#:~:text=Developed%20by%20the%20Greek%20philosopher,the%20students%20views%20and%20opinions. (Accessed 20th January 2024)
Reis, R., (2003), ‘The Socratic Method: What it is and How to Use it in the Classroom’, Standford University.
Nigel Blake, N., Masschelein, J., (2003), ‘Critical Theory and Critical Pedagogy’, Chap. 2, Wiley: Online Library
Jarman, B., Land, G, Natures Hidden Force, (2014) Humanist Press: Available at:https://www.kirkusreviews.com/author/george-land/ (Accessed 20th January 2024).
A FINAL THOUGHT FROM THE Ai ASSISTANT:
ChatGPT
Divergent thinking, characterized by the generation of multiple creative solutions or ideas, is closely aligned with the concept of neurodivergent brains, which refers to individuals whose neurological development and functioning differ from typical or neurologically typical individuals. Here’s how divergent thinking is aligned with neurodivergent brains:
- Varied Cognitive Processes: Neurodivergent individuals, such as those with autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD), often exhibit cognitive processes that diverge from typical patterns. These cognitive differences may include enhanced pattern recognition, unconventional problem-solving approaches, and unique perspectives—all of which contribute to divergent thinking.
- Enhanced Creativity: Some neurodivergent individuals demonstrate heightened creativity and innovation due to their atypical cognitive processes. Their ability to think outside the box, make novel connections, and generate unconventional ideas aligns closely with the essence of divergent thinking.
- Nonlinear Thought Patterns: Neurodivergent individuals may engage in nonlinear thought patterns, characterized by tangential thinking, associative reasoning, and nonsequential idea generation. These cognitive traits facilitate the exploration of multiple pathways and possibilities, essential aspects of divergent thinking.
- Unique Perspectives: Neurodivergent individuals often bring unique perspectives and insights to problem-solving and creative endeavors. Their atypical ways of processing information can lead to unconventional solutions and innovative approaches, enriching the creative process and fostering divergent thinking in collaborative settings.
Overall, the alignment between divergent thinking and neurodivergent brains underscores the importance of recognizing and valuing cognitive diversity in fostering creativity, innovation, and inclusive learning environments.
References:
- Armstrong, T. (2010). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.
- Grandin, T. (2013). The Autistic Brain: Thinking Across the Spectrum. Houghton Mifflin Harcourt.
- Koenig, K., & Williams, K. (2017). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.
- Lai, M. C., & Baron-Cohen, S. (2015). Identifying the lost generation of adults with autism spectrum conditions. The Lancet Psychiatry, 2(11), 1013-1027.