8.10 CREATIVITY
8.10.1 Creativity: Meaning
Creativity
is the capacity or ability of an individual by his own intelligence and
imagination to create, produce or involve a new idea or object including
re-arrangement or remodeling of what - is already known to him. It involves a
series of related actions and hence it is called creative process. This
creative process comprises of creative thinking i.e. divergent thinking which
is characterized by flexibility, originality and fluency.
8.10.2 Creativity : -Definitions
According
to James Rhodes, “Creativity is an act of two parts. The first part consists of
getting an idea and the second part involves articulating, that is putting each
idea into form.”
Guilford
means that ‘Creativity refers to abilities that are most. characteristic of
creative people”. Hence creativity refers to the skills and abilities of
individuals to create or’ produce newer results of creative nature.
8.10.3 Creativity: Characteristics!
Identification of creative child
According
to E. Paul Torrance, the characteristics of creative child are: (a) he/she has
a high 1.0. of 120 and above, (b) the achievement of a creative child is high.
According to
Getzels and Jackson, the characteristics of a creative child are: (a) Less
popularity with teachers, (b) Independence of juggernaut, (c)
Unconventional, (d) Humorous and playful.
8.10.4 Relationship between Creativity and
Intelligence
J.P.Guilford
clearly distinguishes between the intellectual operations of ‘divergent
thinking’ (creative process) and ‘convergent thinking’ (which represents
intelligence). Every intelligent person may not be creative but a very high
percentage of the creative people possess intelligence to a high degree.
A
large number of correlation studies undertaken indicate that intelligence and
creativity go hand in hand up to a certain limit and get separated after that
limit.
It
is wrong to suppose that intelligence and creativity are two independent
variables or that one always develops at the cost of other.
The
findings suggest that while intelligence and creativity are positively
correlated, the relation between the two is not entirely. linear.
8.10.5 Theories of Creativity
To
explain the nature of creativity, a number of theories have been put forward.
These theories deal with different tendencies of creativity among different
propel and their operation. Let us see and discuss some of the theories of
creativity.
1. Divine Inspiration or God-given Gift
Theory
Creativity
is a gift and boon from God to the human beings and is, not given to everyone
but for some special persons, according to this ancient theory. Accordingly,
some people get a large share while it is denied to others. An individual can
then be creative to the extent to which he is endowed with this divine power.
This theory, in these days of. scientific thinking and understanding is quite
irrelevant.
2. Theory Describing Creativity Equivalent
to Insanity
Some
authors and scholars like Cesar Limbos have concluded that creativity and
insanity go hand-in-hand based on historical evidences and observations. An insane
person lives in his own world. His thinking, feelings and actions are
concentrated and centered around his own interests and intentions. The states
of mind of highly creative persons are somewhat similar and their behavior may
be considered quite abnormal and even insane. However, these findings are not
based on objective arid empirical studies. Between insanity and creativity, no
definite correlation has so tar been established. The creative individual may
seem to be far from normal because. of his constant absorption in his creative
3. Theory Describing Creativity as Native
or Inborn
Creativity
is regarded as something native, an innate or inborn trait, a special, mental
power of unique cognitive ability that cannot be acquired by learning or training
according to another viewpoint. Thus, this theory sternly stresses the point
that creative are born and not made. One may have a special inborn sensitivity
to sound. another may have extremely sensitive vocal cords, senses of touch,
sight or smell to enable him to be highly talented. or creative in any of these
spheres. One may have been born with extraordinary intuitive power for a sudden
or quick grasp of new things or phenomena in any field or a fine imagination
and insight for discovering new things like scientists James Watt, Newton,
Einstein or Mathematicians Gauss and Ramanujam..
4. Theory of Environmentally Acquired
Creativity
Creativity
is not only the result of one’s heredity, inborn capacity or Gods gift but is
nurtured like other human taints and talents. A positive environment or
situation that is open, democratic and free may be said to contribute
positively to the release and development of creative potential. A closed
society, culture or situation may act as a strong deterrent to the development
of initiative and creativity within the individual. Arietta proposed the
concept of creative society to emphasize the influence of culture and
environment on the development of creativity. According to him, the creative
genie society or environment is distinguished by its lack of emphasis on
immediate gratification, its tolerance and interest in divergent point of view,
and its use of incentives and rewards for creativity. As a result of such
favourable environment, creamy may get full nourishment and creative build up.
Thus, this viewpoint made it clear that it is the environment which is
responsible for making one creative or non-relative according it its favourable
or detrimental factors.
5. Taylor’s Level Theory of Creativity
Creativity
may be described an existing factor at five levels in an ascending hierarchy
according to I. A.Taylor who enunciated the Level Theory of Creativity in 1975.
A person is said to be creative to the extent he is able to reach. these
levels. The five levels are the following.
- Expressive creativity: This stands for spontaneous
expression without reference to originality and quality of the product.
- Productive creativity: At this level, a person is
able to produce something innovative.
- Inventive creativity: This level is marked by the
presence of ingenuity with a clear emphasis on novel use of old things.
- Innovative creativity: At this level one is able to
develop new ideas or principles with the help of highly developed abstract
conceptualizing skills.
- Emergencies creativity: This fifth and highest level
of creativity is rarely achieved. The most abstract ideational principles
or assumptions underlying a body of art or science are made use of at this
level of creation.
6. Hemisphere Theory of Creativity
As
a result of interaction between the two hemispheres of the brain, creative acts
are produced according to this Hemisphere Theory of Creativity. It gives quite
a predominant biological base to the upsurge and functioning of creativity. The
researches into hemispheric functioning of Clark
(1983) and Kitano and Kirby (1986) have concluded with point that creative
individuals are usually right hemisphere dominant while logical thinkers are
left hemisphere - dominant, the rational thinkers.
7. Psychoanalytical Theory of Creativity
Creativity
is a means and product of one’s emotional purging, an opportunity for
sublimation and catharsis according to the school of psycho analysis. Freud,
the father of this school considers the creations of the creators as nothing
but attempts for the expression of their repressed desires, mostly sexual in
nature. Accordingly, most creative works of art, particularly ones portraying
beautiful figures of men and women can be interpreted by Freudians as
expressions of repressed. sexual desires. Similarly, the compositions of many
writers and poets like Tuls4das, Meerabai, etc., would be viewed by them as
attempts at sublimation, i.e., diversion of libidinal energy into a socially
desirable and personally gratifying channel. Besides the role of libidinal or
sexual energy, the unconscious was also described by the Freudians, to play a
significant role in one’s creative expression and. output.
Psychoanalysts
like Kris, Kubie and Jung have propounded a somewhat different approach
explaining creative expression. They opposed the unconscious-seated and
sex-dominated approach of Freud and advocated the use of preconscious rather
than unconscious mental mechanisms in the creative act. Going further, Jung
through his analytic or depth psychology brought out the concept of the
collective unconscious, according to which, animation of the collective
unconscious, the archetypes, explains the mechanism of the creative process.
The views of these psychoanalysts have been under constant attack chiefly on
account of their early conflicts for explaining all types of human behaviour
including creative acts, their sole dependence on unconscious motivation and
being over generalized.
Arieti’s Theory of Creativity
The
nature and meaning of the terms of creativity, creative process and creative
output are represented by the contemporary views of the theory of Arieti. The
major theoretical notions underlying this theory are as follows:
- Creativity and mental illness are parallel to one
another in that both involve the transformation of reality. The
distinction between them is that while creative aim to change reality for
broader and more useful social purposes and self-actualization, psychotics
want to transform reality within the framework of their private world
regardless of serving any useful purpose to their selves or society.
- To say that a creative person is mentally ill is
quite incorrect. He is, in fact, a person who enjoys good mental health
which energizes his cognitive abilities to create something unique or
novel.
- The creative process is a ‘magic synthesis’ of the
two modalities,, the primary process and the secondary process and may
thereby be termed the tertiary process”.
As Freud maintains, the primary process originates in the primitive past
of the mind called the ‘id’ and the archaic ego’. The outcome of the developed
mind processed the secondary which involves logical and systematic thinking at
the conscious level. In the words of Arieti, ‘in the creative process, both
these primary and secondary processes work in quite strange and intricate
combinations, synthesizing the rational and, thus, instead of rejecting the
primitive, the creative mind integrates it with the normal psychological
processes. It is from this magic synthe9is that something new, novel, the unexpected
and the desirable emerges’.
It is clear from foregoing and scattered theories of creativity that none
of them have a detailed and authentic explanation. Each one of them takes its
own stand for explaining creativity either, through the process approach or the
product approach and hence each perception is, as Clark (1983) observes, only a
fragment of the total. A meaningful picture of creativity may emerge only
through a holistic view, by the integration of the various divergent views of
the different theories.
8.10.6 Creativity: Process
The process of
creativity are listed below:
- Preparation:
During the preparatory period, the attention of the creative individual is
finding a problem and solving it. At this stage the creative person
studies, analyses, learns and tries to relate the findings in many ways.
He analyses the problem, incisively collects and matches the data and
tries to create novel ideas which are relevant to the problem and solves
it.
- Incubation:
At this stage no deliberate activity is done or proposed ‘by the
individual. During the period one is taking rest and relaxed and his mind
wanders freely. Unconscious activities can also arise during this period,
but it canbe altered and reorganized during this time.
- Illumination:
Illumination means giving light. Sudden flash of insight and. judgment
occur during this period. Sudden ideas occur at any time in the
individual’s mind. Ideas also occur after, having enough experience.
Example: Archimedes’ discovery.
- Verification:
At last the creative individual compare tests and evaluates his ideas,
products or result submits his critical appraisal. Verification may le
further preparation and contemplation and finally to another inspiration
to create a better new creation.
The four stages represent a scientific and systematic of analyzing the
ideas for a higher creative process.
8.10.7 Creativity Fostering Techniques
The measures to
promote creativity in children are:
1. Brain-storming
The
creator of this technique is Osborn. In this etcher the individual is free to
express. his ideas instantly, spontaneous and uncritically without any
inhibition. According to him, there greater chance of delivering original ideas
while the brain i under stress in order to develop a solution to a problem one
I By this technique, continuous ideas are allowed to flo one’s mind. At the end
of every session the ideas are discuss their feasibility Here the fluency of
ideas are encouraged any fear or favor
or interventions or ridicule from all corners technique develops the
self-confidence of the participants.
2. Synetics
The
word ‘Synetics’ denotes joining together of differed deliberate irrelevant
elements. A training programme is prop by Gorden. Synetics in Greek means
“fitting together diversE irrelevant elements”. Synetics entirely differs from
brain in brain storming, critical evaluation and judgments will take later.
Where in synetics, the session itself leads to find a solution the problem.
3.Freedom to express
The
child should be ‘given freedom to express his own before the’ teacher. Freedom
is to be given to investigate, toxin the real facts and formulate his own
judgment. The teacher encourage his/ her
students to deliver his/her ideas in a idea in a novel way.
4. Encouraging originality and flexibility
The
teacher should also allow flexibility of finding solutions to the problems in
their own original way.
5. Curiosity
The
curiosity of the student will be satisfied by showing affection, sympathy and
tolerance towards them.
6. Absence of ridicule and insult
Any
view delivered by the student should not be ridiculed or insulted under any
circumstances, but it should be encouraged. The student should be free to ask
any question that comes from their inner feeling. He should be appreciated,
wherever he deserves. The teacher should be ready to respect the views of the
students at any time.
7. Curriculum
The curriculum
should have plenty of scope for creative thinking.
8. Examination
Nowadays,
examination seems to be an obstruction to the student since it totally controls
the field of education. The examination system should provide ample
opportunities for creative thinking rather than for writing what they have
memorized for examinations.
9. Assignments
The
teacher should provide more opportunities for developing creative thinking
through assignments to the students. The teacher should ask his students to
submit more and more assignments in order to develop creative writing.
10. Creative reading and writing
The
creative reading along with creative writing should be given top priority in
the curriculum and examination system.
8.10.8 TYPES OF CREATIVITY
8.10.8(1) Convergent and Divergent Thinking
According
to Guilford (1959), creative thinking means divergent thinking and uncreative
thinking means convergent thinking.. An example will make it clear.
Suppose
the teacher is teaching about forests. He may ask the students the various
benefits that we derive from forests. Here divergent thinking will be required.
The teacher is not asking about any particular advantage but a variety of
advantages. The students may think about a number of benefits.
In
a lesson prepared for elementary classes, a child may be asked to perform
different roles at different times i.e., role of a dwarf, role of a giant, role
of a kind, etc. They will give scope to his creativity.
8.1 0.8(2) Lateral Thinking
Instead
of thinking about an object which is supposed to be thought over, thinking
other related objects is known as lateral thinking. i.e. Thinking not deeply
but on the surface level.
There
are many steps insisted to find solutions for problems. We can find solutions
ourselves using new techniques as per our understanding of the problem and our
idea about it. The problems can be changed into different dimensions. The idea
of Lateral thinking is first used by the psychologist (Tphoney) According to
him lateral thinking is an analyzed thought which cannot be known openly at
once. The ideas got through this type of thinking are not on the basis of
conventional methods.
8.10.9 TESTS OF CREATIVTY
As
we make use of intelligence tests to label a child as intelligent, we have the
use of creativity tests for labeling a child as creative. There are so many
tests available for this purpose. The mentionable are Minnesota Tests of
Creative Thinking, Torrance Tests of Creative Thinking, Remote Associate Test,
Wallach and Korgan Creativity Instruments, Baquer Mehdi’s Tests of Creative
Thinking.
As
we know that creativity is a complex blend of a number of abilities and traits,
therefore, in creativity tests attempts are made for the assessment of these
abilities and traits. For example in Torrance Test of Creative Thinking,
assessment of one’s creativity
is made on the
basis of scores obtained in the areas of fluency, flexibility, originality and
elaboration with respect of verbal and nonverbal activities performed by the
subjects.
The
verbal activities to be performed are of the following nature.
- Ask and Guess Type : The subjects are asked questions
to reveal .their ability for developing hypothesis in terms of
consequences.
- Product Improvement Type : The subjects are asked to
suggest ways and means to improve a toy, a machine or such other products.
- Unusual Uses Type : These are meant to test the
divergence about the ways of using product. Here the subjects have to tell
about as many unseal uses as they can point Out.
- Unusual Questions Type : Here for a particular object
or verbal description, the subjects are required to ask as many unusual
questions as they can.
- Just Suppose Type : The subjects are required to
predict out comes for unusual situations. -
The non-verbal activities include activities like Picture construction,
picture composition and Repeated Figures.
Whereas in picture construction and completion, the subjects are required
to construct or complete a picture, in the Repeated figural activities, they
have to make as many objects or pictures as they can from the given figure y
using the concept of multiple associations.)
All the above mentioned activities are evaluated in terms of the related
creative abilities like fluency, originality, flexibility and elaboration. A
high score on this creative test increases the probability of declaring the
subject as creative. However, such declaration need further support from the
results of the assessment made through the non-testing devices.
