Problem Solving, Creativity and Learning
In general, the elements of creativity are “cognitive, affective, personal and motivational, and social or environmental” (Center for Excellence in Learning and Teaching, 2011). Of these elements, the affective and the cognitive elements are the most important. In particular, the affective elements include risk-taking, independence, humor, and curiosity while the cognitive aspects include open-mindedness, attraction to complexity, originality, perceptiveness, and basic knowledge. On the other hand, the motivational elements are also important as the creative person is intrinsically motivated and is passionate about his or her field. As well, self-confidence, persistence, and energy are keys to accomplishing something creative. Moreover, it is important that the person has the ability to deal with the highs and lows of innovative thinking.
With regards to the personal aspects of creativity, some of these aspects are innate rather than acquired but there are also some aspects that can be developed or improved through education, such as thinking out of the box and forming new concepts when dealing with new experiences rather than always using the tried and tested ways.
Finally, the social climate is also important as a non-controlling and non-threatening environment is conducive for inspiring creative ideas. As asserted by Amabile (2012), “creativity should be highest when an intrinsically motivated person with high domain expertise and
high skill in creative thinking works in an environment high in supports for creativity” (Amabile, 2012, p. 3).
Application of Logical and Creative Problem Solving Skills in Generalized Real-world Situations
According to Brown, Bull & Pendlebury (1997), problem-solving comprises of an entire spectrum of thinking from logical thinking to creative thinking and that even dreams can provide tentative solutions to problems. They assert that there are creative elements in the use of logic when solving problems in the same manner that there are logical elements in the use of creativity when arriving at a solution (Brown et al., 1997). Furthermore, previous research in the creative processes involved in problem solving show that this process has four stages, namely “preparation and immersion; incubation; illumination; and verification” (Brown et al., 1997, p. 142).
An example of a situation where logical and creative problem-solving skills can be applied is when solving math problems. The problem solver uses logic, based on their previous learning, in order to solve the problem but since there are many ways by which a math problem can be solved, the problem solver must be able to think creatively in order to understand and solve the problem from different perspectives. Another example is when one faces a conflict with another person. In this case, logical and creative problem solving skills are used in order to come up with a solution that will be acceptable to both conflicting parties. Creativity is especially needed when the solution is not obvious, which will require the conflicting parties to think outside the box. A third example would be in decision-making. If, for example, one is scheduled to go to another city for the holidays but a snow storm has caused all of the flights to be cancelled, logic would dictate that the travel plans be cancelled. On the other hand, one’s sense of creativity may allow them to think of other solutions such as traveling by car or probably having an impromptu party at home or just meeting up with friends for dinner so that they can still enjoy the holidays.
Studies about problem solving began in Gestalt psychology and information processing where the emphasis was placed on the importance of precepts or the ability to see the connections and make intuitive leaps (Brown et al., 1997). In this regard, the focus of information processing is on precepts or the problem solving methods used. The discrepancy occurs when the student fails to correctly represent the problem to himself or herself. As such, a student will not be able to effectively solve a problem unless he or she is able to form a meaningful representation of the problem. In this case, creative problem solving can be used to improve learning by presenting the problem to the student in creative ways such that the student is able to gain a clear understanding of the problem. Examples can include the use of analogies or visual aids about related concepts that the student can easily relate to.
In addition, as described by Amabile (2012), the creative process consists of sub processes such as the following: the analysis and articulation of the exact nature of the problem to be solved; the preparation of the problem to be solved through the gathering of data and the improvement of the required skills; the generation of ideas to solve the problem; and the testing and validation of the proposed solution, as well as the communication of that solution to others. In this regard, as one engages in the creative problem solving process, he or she is likely to repeatedly go through the sub processes until a solution is reached; and thus, learning occurs. For example, as a child tries to figure out how to form a dragon using his or her Lego blocks, his or her repeated processes of trial and error will eventually make him discover the solution to his or her problem. This would also coincide with Amabile’s proposal that invention/creativity leads to connection/discovery, which in turn leads to solution/critical thinking (Center for Excellence in Learning and Teaching, 2011).
References
Amabile, T.M. (2012, April 26). Componential theory of creativity. Working Paper. Harvard
Business School. Retrieved from http://www.hbs.edu/faculty/Publication%20Files/12-
096.pdf.
Brown, G., Bull, J. & Pendlebury, M. (1997). Assessing Student Learning in Higher Education.
Location: Routledge.
Center for Excellence in Learning and Teaching. (2011, June 7). Elements of creativity. Iowa
