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Early research viewed creativity as an intellectual ability possessed by few people. Creativity has been linked to intelligence. However, today creativity is viewed as a set of teachable skills not linked to intelligence.
Some of the research that was done in early 2000, indicated that as
people grow older, their creativity dampens. According to the Robinson Report, by the age of 5, a child’s potential for creativity is 98%; by the age of 10, this percentage drops to 30%; at age of 15 it is 12%; and by the time we adults, our creativity is no more than 2%.
After two decades, employers and universities realized the need to foster creativity in students and eventually in the workforce.
In Csikszentmihalyi’s five-step process to elicit creative thinking, incubation is a necessary step. Meaning, the use of unconscious thought is needed to solve complex problems. A problem such as 2+2 is a linear thought process that can performed in the consciousness. Trying to solve the equation for gravity requires more complex connections in the brain which has been seen to require the unconscious thought process. In application to education, this may include requiring more recess time to facilitate the creative thought process. However, there is limited research on how exactly the creative thought process works and how it can be elicited.
In relevance to education, there is research that emphasizes that students and teachers need more freedom to allow a more creative education process to take place. Students who can participate in their education show more creativity but for this type of education to work, teachers must also have more control over the curriculum. This may look like the teacher determining the curriculum for the entire year or determining how much time each students needs to spend on each subject.
Instead of the decision making starting from the top-down (state to schools), the decision making starts from the ground-up (teacher to schools). This isn’t suggesting there shouldn’t be some national guideline but the idea is to place more trust in the teachers as they are on-the-grounds, engaging with each student.
Creative Problem Solving (CPS)
The CPS method is a more explicit form of cultivating creativity and uses divergent and convergent thinking skills. Students are asked to brainstorm, plan ahead, and find solutions. Instead of changing an entire curriculum to be creative focused, this method is a more obvious way to teach students how to critically approach assignments. Source : wikipedia
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