from the world's big
Can creativity be taught?
All humans have a mindful capability for creative thought. Unleashing it is dependent on how we're taught to go about the creative process.
- Divergent thinking is a fundamental aspect of creative teaching.
- Studies have found that there are a number of valid teaching methods that inspire creativity in their students, regardless of what field they're in.
- Ordinary modes of education are not conducive towards developing creativity if they do not employ methods like divergent thinking and also allow mistakes to be made while learning.
Creative intelligence is the ability to observe or act with any of the senses, enact mimicry to a certain fidelity and then through repetition make that thought, action or idea your own before you can then develop it to new places it's never gone before.
The creative spirit and process is something that is highly sought after. For writers and artists, the concept has even been deified as the Muses. Nowadays it's not just the eccentrics and poets looking to get a creative hit, but also business people and regular students seeking out that creative magic.
It's a process that, for a while, many people didn't think could be taught. It's more than a set of skills or behaviors within a predefined set of parameters. It's mysterious and novel. Creativity manifests when somebody has mastered a subject or skill and then needs to invent a new solution to a problem that couldn't be overcome with any previous method.While it's difficult to teach someone a new creative solution, it is possible to instill the fundamentals so that a person may go on and become creative in their own right.
Analyzing creative teaching systems
Photo: Wikimedia Commons
A creative mindset can be taught, but not from sitting in a lecture hall or taking a standardized test.
In the early 21st century, researchers from the University of Oklahoma set out to analyze a number of different creative teaching systems. They set out to learn how different training programs helped foster and spur creativity, and published their findings in the Creativity Research Journal:
Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta-analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well-designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account.
Observations of these teaching methods showed that there was an effective increase in successfully developing cognitive skills that helped students apply a creative mindset during realistic exercises.
Although creative trainings differ in scope and the field they're trying to train people in, the authors found a few fundamental trends for successful programs. Most successful creativity training shares a common foundation: divergent thinking. They write:
We refer to the notion of divergent thinking or the capacity to generate multiple alternative solutions as opposed to the one correct solution… The evidence accrued over the last 50 years does suggest that divergent thinking, as assessed through open ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in response), originality (uniqueness of responses), and elaboration (refinement of responses), does represent a distinct capacity contributing to both creative problem solving and many forms of creative performance.
The authors have identified divergent thinking as something that is fundamental towards teaching and recording creative ability. But that's just one part of creative abilities.
Methods for how to teach creativity
Thinking outside the box has become such a cliched maxim that we take for granted how important it is to be able to come up with far out ideas for solving problems. Methods for teaching creativity are just as vast and varied as the act of creation itself.
Here are a number of tried and true methods that have been able to light a creative spark for many people throughout the years.
The Osborne-Parnes model is a very popular system used in educational and business settings. It's split into six steps, each one bringing with it a divergent thinking pattern to challenge status quo ideas.
- Identifying a goal or objective.
- Gathering data.
- Clarifying a problem.
- Generating ideas.
- Evaluating ideas.
- Creating a plan to implement ideas.
Diverge and converge
Designing assignments that have both divergent and convergent ways of thinking. For example, standardized tests are a great way of measuring analytical thinking (convergent) by relying on deduction and answering for one correct response. A mix of divergent questioning would be tremendously helpful for creativity testing.
Build a congenial learning environment
Creative thinking is one of collaboration and bouncing ideas off of others in a social setting. Promote student's creativity by validating their off-hand ideas that go beyond the subject matter.
Try the incubation model by E. Paul Torrance
It has three stages which include: Making connections between classroom work and real life situations, engage curriculum in multiple ways, extend learning opportunities outside of classroom settings.
Applying these methods in a focused manner can be a surefire way to get the creative flames rising.
Louis R. Mobley’s IBM school for creativity
It was in 1956 that Louis R. Mobley was tasked with turning IBM's executives into creative powerhouses. The executive school was built around six insights that Mobley came up with for inspiring and teaching creativity.
- Traditional teaching methods are useless for encouraging creativity.
- Becoming creative is more about unlearning than learning a new process.
- We don't learn to be creative, we learn to become creative people through action and transforming ourselves in the experience.
- Creative people beget other creative people. Basically, hang out with other creatives and watch what they do and how they think.
- Self-knowledge is imperative if you're to overcome your own limiting biases.
- Give yourself the permission to be wrong and to fail. There are no bad or wrong ideas, just ones that just aren't quite there.
The process isn't going to be easy and learning to be creative is still going to be difficult. Some are more apt to it than others, but there is no doubt that the seeds of the imagination can be taught and passed down to others.
Join Pulitzer Prize-winning reporter and best-selling author Charles Duhigg as he interviews Victoria Montgomery Brown, co-founder and CEO of Big Think, live at 1pm EDT tomorrow.
Richard Feynman once asked a silly question. Two MIT students just answered it.
Here's a fun experiment to try. Go to your pantry and see if you have a box of spaghetti. If you do, take out a noodle. Grab both ends of it and bend it until it breaks in half. How many pieces did it break into? If you got two large pieces and at least one small piece you're not alone.
But science loves a good challenge<p>The mystery remained unsolved until 2005, when French scientists <a href="http://www.lmm.jussieu.fr/~audoly/" target="_blank">Basile Audoly</a> and <a href="http://www.lmm.jussieu.fr/~neukirch/" target="_blank">Sebastien Neukirch </a>won an <a href="https://www.improbable.com/ig/" target="_blank">Ig Nobel Prize</a>, an award given to scientists for real work which is of a less serious nature than the discoveries that win Nobel prizes, for finally determining why this happens. <a href="http://www.lmm.jussieu.fr/spaghetti/audoly_neukirch_fragmentation.pdf" target="_blank">Their paper describing the effect is wonderfully funny to read</a>, as it takes such a banal issue so seriously. </p><p>They demonstrated that when a rod is bent past a certain point, such as when spaghetti is snapped in half by bending it at the ends, a "snapback effect" is created. This causes energy to reverberate from the initial break to other parts of the rod, often leading to a second break elsewhere.</p><p>While this settled the issue of <em>why </em>spaghetti noodles break into three or more pieces, it didn't establish if they always had to break this way. The question of if the snapback could be regulated remained unsettled.</p>
Physicists, being themselves, immediately wanted to try and break pasta into two pieces using this info<p><a href="https://roheiss.wordpress.com/fun/" target="_blank">Ronald Heisser</a> and <a href="https://math.mit.edu/directory/profile.php?pid=1787" target="_blank">Vishal Patil</a>, two graduate students currently at Cornell and MIT respectively, read about Feynman's night of noodle snapping in class and were inspired to try and find what could be done to make sure the pasta always broke in two.</p><p><a href="http://news.mit.edu/2018/mit-mathematicians-solve-age-old-spaghetti-mystery-0813" target="_blank">By placing the noodles in a special machine</a> built for the task and recording the bending with a high-powered camera, the young scientists were able to observe in extreme detail exactly what each change in their snapping method did to the pasta. After breaking more than 500 noodles, they found the solution.</p>
The apparatus the MIT researchers built specifically for the task of snapping hundreds of spaghetti sticks.
(Courtesy of the researchers)
What possible application could this have?<p>The snapback effect is not limited to uncooked pasta noodles and can be applied to rods of all sorts. The discovery of how to cleanly break them in two could be applied to future engineering projects.</p><p>Likewise, knowing how things fragment and fail is always handy to know when you're trying to build things. Carbon Nanotubes, <a href="https://bigthink.com/ideafeed/carbon-nanotube-space-elevator" target="_self">super strong cylinders often hailed as the building material of the future</a>, are also rods which can be better understood thanks to this odd experiment.</p><p>Sometimes big discoveries can be inspired by silly questions. If it hadn't been for Richard Feynman bending noodles seventy years ago, we wouldn't know what we know now about how energy is dispersed through rods and how to control their fracturing. While not all silly questions will lead to such a significant discovery, they can all help us learn.</p>
A study looks at the performance benefits delivered by asthma drugs when they're taken by athletes who don't have asthma.
- One on hand, the most common health condition among Olympic athletes is asthma. On the other, asthmatic athletes regularly outperform their non-asthmatic counterparts.
- A new study assesses the performance-enhancement effects of asthma medication for non-asthmatics.
- The analysis looks at the effects of both allowed and banned asthma medications.
WADA uncertainty<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzUzNzU0OS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYxMDc4NjUwN30.fFTvRR0yJDLtFhaYiixh5Fa7NK1t1T4CzUM0Yh6KYiA/img.jpg?width=980" id="01b1b" class="rm-shortcode" data-rm-shortcode-id="2fd91a47d91e4d5083449b258a2fd63f" data-rm-shortcode-name="rebelmouse-image" alt="urine sample for drug test" />
Image source: joel bubble ben/Shutterstock<p>When inhaled β-agonists first came out just before the 1972 Olympics, they were immediately banned altogether by the WADA as possible doping substances. Over the years, the WADA has reexamined their use and refined the organization's stance, evidence of the thorniness of finding an equitable position regarding their use. As of January 2020, only three β-agonists are allowed — salbutamol, formoterol, and salmeterol —and only in inhaled form. Oral consumption appears to have a greater effect on performance.</p>
The study<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzUzNzU0Ny9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1MTIzMDQyMX0.Gk4v-7PCA7NohvJjw12L15p7SumPCY0tLdsSlMrLlGs/img.jpg?width=980" id="d3141" class="rm-shortcode" data-rm-shortcode-id="ebe7b30a315aeffcb4fe739095cf0767" data-rm-shortcode-name="rebelmouse-image" alt="runner at starting position on track" />
Image source: MinDof/Shutterstock<p>Of primary interest to the authors of the study is confirming and measuring the performance improvement to be gained from β-agonists when they're ingested by athletes who don't have asthma.</p><p>The researchers performed a meta-analysis of 34 existing studies documenting 44 randomized trials reporting on 472 participants. The pool of individuals included was broad, encompassing both untrained and elite athletes. In addition, lab tests, as opposed to actual competitions, tracked performance. The authors of the study therefore recommend taking its conclusions with just a grain of salt.</p><p>The effects of both WADA-banned and approved β-agonists were assessed.</p>
Approved β-agonists and non-asthmatic athletes<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzUzNzU1MC9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYxMzkxODk0M30.3RssFwk_tWkHRkEl_tIee02rdq2tLuAePifnngqcIr8/img.jpg?width=980" id="39a99" class="rm-shortcode" data-rm-shortcode-id="b1fe4a580c6d4f8a0fd021d7d6570e2a" data-rm-shortcode-name="rebelmouse-image" alt="vaulter clearing pole" />
Image source: Andrey Yurlov/Shutterstock<p>What the meta-analysis showed is that the currently approved β-agonists didn't significantly improve athletic performance among those without asthma — what very slight benefit they <em>may</em> produce is just enough to prompt the study's authors to write that "it is still uncertain whether approved doses improve anaerobic performance." They note that the tiny effect did increase slightly over multiple weeks of β-agonist intake.</p>
Banned β-agonist and non-asthmatic athletes<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzUzNzU1Mi9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYzNjI3ODU5Mn0.vyoxSE5EYjPGc2ZEbBN8d5F79nSEIiC6TUzTt0ycVqc/img.jpg?width=980" id="de095" class="rm-shortcode" data-rm-shortcode-id="02fdd42dfda8e3665a7b547bb88007ef" data-rm-shortcode-name="rebelmouse-image" alt="swimmer mid stroke" />
Image source: Nejron Photo/Shutterstock<p>The study found that for athletes without asthma, however, the use of currently banned β-agonists did indeed result in enhanced performance. The authors write, "Our meta-analysis shows that β2-agonists improve anaerobic performance by 5%, an improvement that would change the outcome of most athletic competitions."</p><p>That 5 percent is an average: 70-meter sprint performance was improved by 3 percent, while strength performance, MVC (maximal voluntary contraction), was improved by 6 percent.</p><p>The analysis also revealed that different results were produced by different methods of ingestion. The percentages cited above were seen when a β-agonist was ingested orally. The effect was less pronounced when the banned substances were inhaled.</p><p>Given the difference between the results for allowed and banned β-agonists, the study's conclusions suggest that the WADA has it about right, at least in terms of selection of allowable β-agonists, as well as the allowable dosage method.</p>
Takeaway<p>The study, say its authors, "should be of interest to WADA and anyone who is interested in equal opportunities in competitive sports." Its results clearly support vigilance, with the report concluding: "The use of β2-agonists in athletes should be regulated and limited to those with an asthma diagnosis documented with objective tests."</p>
Certain water beetles can escape from frogs after being consumed.
- A Japanese scientist shows that some beetles can wiggle out of frog's butts after being eaten whole.
- The research suggests the beetle can get out in as little as 7 minutes.
- Most of the beetles swallowed in the experiment survived with no complications after being excreted.