Two blogs we follow have recently tackled the topic of creativity in young learners, each from a slightly different perspective:
A recent post at Sharpbrains.com features an excerpt from John Medina’s book Brain Rules for Baby that looks at the link between creativity and a certain kind of risk-taking. Medina describes “functional impulsivity”, the presence of which makes you more creative:
What ever their gender, creative entrepreneurs have functional impulsivity instincts in spades. They score atmospherically high on tests that measure risk taking, and they have a strong ability to cope with ambiguity. When their brains are caught in the act of being creative, the medial and orbital sectors of the prefrontal cortex, regions just behind the eyes, light up like crazy on an fMRI. More “managerial types” (that’s actually what researchers call them) don’t have these scores—or these neural activities.
Medina is careful to differentiate functional impulsivity from, say, putting life and limb at risk on a dare, which tends to be associated not with creativity but with substance abuse.
At Scientific Learning’s Science of Learning blog, the topic of creativity is focused on the books of Edward de Bono, who proposes methods for teaching students to think creatively and “create context from nothingness.”
In one example, he describes how a teacher shows his students a photo of people dressed in street clothes wading through water at a beach. The teacher then asks the students to come up with interpretations as to what is going on in the picture. The teacher has de-emphasized the context; the crux of the activity is to develop the context using their imaginations.
In this situation, de Bono says that students might respond by saying that the picture shows a group of people caught by the tide, or a group crossing a flooded river, or people wading out to a ferry boat which cannot come to shore, or people coming ashore from a wrecked boat.
The fact that the photo is actually of a group of people protesting at a beach is completely irrelevant. The author stresses that the right answer is not important; generating as many interpretations as possible is. The teacher has created a safe, controlled environment and activity where students are encouraged to think outside the box and exercise creative habits of mind, free from qualitative judgment. He even goes on to suggest that if a student comes up with a particularly unfeasible interpretation, the teacher should not judge, but continue to question the student until the context for the interpretation becomes clear, encouraging cultivation of the student’s creative skill.
Medina’s books on the neuroscience of development differentiate between the “seeds”, which is what a child is born with, and the “soil” which is what parents and others can do to nurture that raw material. These two posts, taken together, indicate that when it comes to creativity, both play a role.
Be Amazing Learning 