The truth behind the universal, but flawed, catchphrase for creativity.
In the early 1970s, a psychologist named J. P. Guilford was one of the first academic researchers who dared to conduct a study of creativity. One of Guilford’s most famous studies was the nine-dot puzzle. He challenged research subjects to connect all nine dots using just four straight lines without lifting their pencils from the page. Today many people are familiar with this puzzle and its solution. In the 1970s, however, very few were even aware of its existence, even though it had been around for almost a century.
If you have tried solving this puzzle, you can confirm that your first attempts usually involve sketching lines inside the imaginary square. The correct solution, however, requires you to draw lines that extend beyond the area defined by the dots.
This report is the first in a series from Martin Prosperity Institute that will examine city prosperity across Asia.
Gaining broader insights about what drives prosperity in some of the most competitive Asian cities is vital to unlocking future opportunities.
This report provides an economic perspective set against the backdrop of India's urbanization and transitioning from an agricultural and industrial economy to a creativity- and service-based post-industrial economy.
Some of the elements that I find very effective in helping clients find the “aha insights”:
Reflecting on previous experiences and why they worked. This relaxes people, gets them off of focusing on the problem at hand. During a one or two-day session I ask people to look at these patterns of past success and what they might mean. Inevitably helpful connections are made.
Forgoing a logical order: I use exercises and conversations that seem to wander in order to help people wander through possibilities and previous experiences. Wandering results in far more significant outcomes than a straight path. Often someone will ask, “where is this going? Are we going to be able to come up with ideas to our situation today.” About half-way through the day, they begin to see the magic of taking a non-linear route.
El modelo de sistemas para la creatividad aparece publicado por vez primera en 1988 . De allí en adelante, el modelo de sistemas será de gran difusión en los estudios de creatividad, y extensamente citado. En 1996, con la publicación de Creativity: The flowand the psychology of discovery and invention (Csikszentmihalyi, 1998), articula y sintetiza sus investigaciones logrando un cierre más detallado del modelo.
En ella propone que las dos grandes razones para estudiar lacreatividad son: los resultados de la creatividad enriquecen la cultura y, de ese modo, mejoran indirectamente la calidad de nuestras vidas; podemos, a partir de este conocimiento, aprender cómo hacer más interesantes y productivas nuestras propias vidas.
Para el autor, la creatividad es el resultado de la interacción de un sistema compuesto por tres elementos:
- Una cultura que contiene reglas simbólicas, - Una persona que aporta novedad al campo simbólico, y - Un ámbito de expertos que reconocen y validan la innovación.
Los tres subsistemas son necesarios para que tenga lugar una idea, producto o descubrimiento creativo.
Managers need to realise that creativity doesn't respond to orders. James Allen outlines why management's role in the corporate creative process is an oxymoron: creativity can't be managed, it can only be encouraged
When we think of creativity as just another line-item in the long checklist of marketable credentials, we temper its power and make genuinely creative thinking more difficult to attain. The purpose of creativity is not to make us better employees, but to make the world a more expressive and innovative place.
Especially in social, historical, behavioral, economic, political, ecological or business-management studies, use the Win/Win-Finder to understand the dynamics of any situation, map out the stakeholders there and the relationships between them and the relationships between them and what you want to do there. Translate what you want to do there into one of the above questions.
Idea Generator for Scientists—Method A.
Teach or explain the situation to a ten-year-old child as per the instructions self-taught and explained in Method A, titled "Explaining advanced concepts to a child". That sounds pretty challenging, but read on, there, how and why that is done.
Idea Generator for Scientists—Method C.
Competitive small-team brainstorming of observations on the most basic phenomena to be found on the topic, as exemplified at Method C, "Team Brainstorming." This is especially effective because it brings us back into concrete sensory touch with reality, where we most tend to otherwise get into difficulties, each higher layer of abstraction being another opportunity for error to creep in.
Recognizing the Problem - When results are not up to expectations or we have an uncomfortable emotional reaction we become aware that it is a problem.
Defining the Problem - Use "why, what, when, where, who and how." Identify the levels of the problem. Restate the problem in positive terms: what is the challenge for me in this situation.Generating Ideas - brainstorm ideas aiming for quantity and creativity. combine ideas into new possibilities.Making a Decision
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