Creativity is a concept that is generating so much buzz in the educational sphere. School authorities, policy makers, and curriculum designers all agree upon the necessity of turning classrooms into creativity-friendly environments where students can nourish and grow their creative skills, but no one has a certain formula on how can this happen.
A lot of people believe sleep has been proven to repair or rehabilitate the brain and body, but this is not necessarily true. We don’t really know much about sleep. There’s no clearly defined biological reason for it, and it is intuitively an evolutionary disadvantage.
In this age of innovation, even more important than being an effective problem solver, is being a problem finder. It’s one thing to look at a problem and be able to generate a solution; it is another thing to be able to look at an ambiguous situation, and decide if there is a problem that needs to be solved. That’s a skill that isn’t really targeted by traditional teaching methods, and in fact, it is often discouraged. Rule-breaking , to an extent, should be tolerated and encouraged, and yes—even taught. To reach this end, we should be teaching and encouraging creative disobedience.
“Creativity comes from looking for the unexpected and stepping outside your own experience.”
"...comparisons with various control groups showed that a diversifying experience—defined as the active (but not vicarious) involvement in an unusual event—increased cognitive flexibility more than active (or vicarious) involvement in normal experiences."
We all know the scene: a child, wrapped in his or her own imaginary world, fights off aliens while flying through space on a rocket fashioned from an empty box. Our capacity for creative thinking sets us apart. But it doesn’t just emerge in us as adults. It very likely finds its origin in the imaginative play that children engage in from very early in life.
to help allow our natural creativity to surface (because it’s already there), we need to help ourselves enter an Open mode where we can play with ideas, explore strange and unique possibilities and allow for a wider perspective. And here’s what John suggests:
Our education has conditioned our brains to circumvent deliberative and creative thinking wherever possible through rote memorization and robotic learning of formulas and principles. We have not been taught how to think for ourselves, we have been taught what to think based on what past thinkers thought. We are taught to think reproductively, not productively. We have been trained to seek out the neural path of least resistance, searching out responses that have worked in the past, rather than approach a problem on its own terms. This kind of thinking is dehumanizing and naturalizes intellectual laziness which promotes an impulse toward doing whatever is easiest or doing nothing at all.
A UCLA research study published in the June issue of the American Journal of Geriatric Psychiatry found that people may be able to improve their cognitive function and brain efficiency by making simple lifestyle changes. "The research demonstrates that in just 14 days, simple lifestyle changes can not only help overall health, but also improve memory and brain function,"
Recent research has shown that genes only play a very small part when it comes to genius ability. It’s been proven that there are distinct key themes for achieving genius ability. Over the last 3 decades psychologists have looked at a huge variety of high achievers, including golfers, nurses, typists, gymnasts, violinists, chess players, basketball players & computer programmers.
Here’s what they found in common across all ‘types’ of achievers:
innovator is not a ton of tasks to do but rather the ability to see what’s important to focus on and to focus on that deeply. The creative innovator needs to go deep on a feature or issue, and the deeper they go the more creativity they unleash.. thus creating lots of value to the end
Insights drawn from neuroscience not only provide educators with a scientific basis for understanding some of the best practices in teaching, but also offer a new lens through which to look at the problems teachers grapple with every day.
Think of the IQ levels of the whole population as represented by a spiral galaxy. Most of the population would be congregated near the centre. Imagine that the rarer the IQ the further it is from the centre. But there are many arms to the spiral and there are many other differences apart from IQ There are different areas of expertise and interest. And there are also many differences in character traits and different levels of intensity and sensitivity
There are people who can quickly memorize lists of thousands of numbers, the order of all the cards in a deck (or ten!), and much more. Science writer Joshua Foer describes the technique -- called the memory palace -- and shows off its most remarkable feature: anyone can learn how to use it, including him.
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