CREATIVITY

Objectives
At the end of this chapter, you should be able to:

1. define creativity;
2. explain the various stages of creative thinking;
3. discuss the characteristics of creative thinking;
4. explain how creativity can be enhanced; and
5. identify creative thinking among different people.

Introduction

In this chapter, we are going to explore the concept of creativity, which psychologists
disagree as to whether or not is the same as intelligence which we have discussed in the
previous topic. As we work through this topic think about individuals in your community
whom you could describe as creative. In addition to defining creativity we will look at how
it can be enhanced.

Definition of Creativity

What is creativity? The creative thinker, whether an artist, musician, writer, designer or
painter is trying to create something new. As mentioned in the introduction, psychologists
disagree as to whether creativity is the same as intelligence. At the moment, there seem
to be two schools of thought: those who subscribe to the thought that intelligence are
part of creativity and those who say that the two are independent of each other
(Mwamwenda, 1995). Creativity like intelligence is a trait of human behaviour that
everybody possesses to some degree. There are people with very low intelligence as
there are people with very low creativity. There are few geniuses as identified by tests of
intelligence, as there are very few highly creative people.

Creativity refers to “the capacity of individuals to produce novel or original answers or

products” (Lefrancois, 1997:255). Being highly intelligent does not mean a person is
necessarily creative. There are creative people with ordinary intelligence as well as
people with high intelligence who are not creative. Measures of intelligence require that
one comes up with commonly accepted answers. Measures of creativity require the
respondent to come up with novel and unusual answers.

Creativity entails originality. To be creative, an idea or product must be original and

appropriate. Creative solutions and ideas are new and people have not thought about
them before. The emphasis in creative thinking is on the word new.
Nature of Creative Thinking

Creative thinking is characterized by divergent thinking, which is the ability to produce

a wide variety of solutions to a problem. It is a type of imaginative problem solving
technique that involves coming up with several different and unusual solutions to a
problem. On the other hand, Convergent thinking which a major characteristic of
intelligence testing is involves producing one correct solution to a problem. It is the ability
to produce one relatively well defined or conventional solution to a problem. It seems that
some people are predisposed to provide convergent solutions and others do produce
divergent ones, no matter what the problem is. This suggests that creativity is inborn.

Divergent thinking which is equated to creativity has four major characteristics:

• Fluency: This is the ability to produce numerous responses to a stimulus or problem.
For example, the number of suggestions you can give for the various uses of
discarded tyres or paper.
• Flexibility: Flexibility refers to the ability to approach a problem from a variety of
angles without getting fixed or stuck on any one in particular.
• Originality: This is the ability to make unusual or out-of the ordinary responses (i.e.,
how novel or unusual a response is).
• Elaboration: Elaboration refers to the ability to add richness or detail to a response.

Assessing Creativity

One of the simplest (and most unreliable) methods of identifying creative talent is to have
teacher’s rate students. However, teachers may fail to recognize giftedness in students
who are not high-achievers.

Creativity can be identified more reliably by using creative tests. One of the most
commonly used test of creativity is the Torrance Tests of Creative Thinking (TTCT)
developed by E. Paul Torrance. These tests measure the four features of divergent
thinking; fluency, flexibility, originality and elaboration. For example, one such test
presents an individual with a common object, such as a cup, tin or a brick and asks
him/her to think of as many uses of the object as possible. Responses are scored for
originality, fluency and flexibility.

To be original, a response must be given by fewer than 5 or 10 people out of every 100
who take the test. Fluency is simply the number of different responses. Flexibility is
measured by counting the number of different categories of responses. For example, if
you listed twenty uses for a tin can but each use is a type of container, your fluency score
might be high, but your flexibility score would be quite low.
Stages of Creative Thinking

Creative thinking proceeds through five stages as follows:

i) Orientation: In the orientation stage, the problem is defined and its important
dimensions are identified.
 ii) Preparation: Preparation involves saturating oneself with as much information
pertaining to the problem as possible. One identifies as many relevant facts about
the problem as he/she can find.
iii) Incubation: This is a stage in which all the attempted solutions may prove futile
or irrelevant. If a solution is not forthcoming, problem solving may proceed on a
subconscious level. While the problem seems to be set aside, the thinker may
have experiences that provide clues to the solution unconsciously.
Unconsciously, thought process is at work during this period of incubation in
which the solution is “cooking” at the background.
iv) Illumination: The stage of incubation is often ended by a rapid insight or a series
of insights. These produces the “Aha” or “I” have got it” experience in which an
idea to the solution springs up into consciousness.
v) Verification: Verification involves testing and critically evaluating the solution
obtained during the previous stage. If the solution proves faulty, the thinker
reverts to the stage of incubation. Frequently, the insight may turn out to be
unsatisfactory. In other cases, the insight is generally satisfactory, but needs
some modification, or the solution of minor problems to be a really “good new
idea”.

Characteristics of Creative Thinkers

Creative people seem to have some personality features in common (Morgan, King,
Weisz & Schopler, 1986). Creative people in general tend to be:
• Found at any given level of intelligence. Creative thinking does not seem to be
correlated with intelligence (Lefrancois, 1997).
• Talented in some physical way. For example, in music, mathematics, art, dancing
and so on. That is, they tend to have certain specific abilities that they can use in
their search for new ideas.
• Diligent.
• Strongly motivated to work at solving problems.
• More independent in their judgements.
• Open to new experiences. They accept irrational thoughts and are uninhibited
about their feelings and fantasies.
• Resistant to conventional approaches that have been determined by others and
would rather do their own things even if it is unpopular or uncomforming.
• Having greater than average range of knowledge and interests and to be more
fluent in combining ideas from various sources.
• Having a preference for complexity and some degree of apparent imbalance in
phenomenon.
• Willing to take risks.
• Able to abstract, organize and synthesize ideas.
• Able to generate original ideas and expressions.

Promoting Creativity
Creativity should be encouraged in most of what humans do. This is important because
the social, political, military learning, educational and economic problems experienced in
our country today require creative thinking and solutions. Creative thinking could be
developed among people through:

• Allowing freedom for expression. people need freedom to express their views
without fear of being punished, ridiculed or criticized.
• Giving constructive criticism. If the answer given by a person does not make sense
then one should told why it is not correct without humiliating or discouraging
him/her from participation.
• Encouraging unusual and challenging questions.
• Brainstorming, in which people are asked to come up with as many solutions to a
problem as possible. The solutions are then discussed, evaluated and criticized.
• Providing opportunities for creative thinking. This can be achieved through asking
people to suggest different ways of solving a problem.
• Recognizing and rewarding creative contributions from people even when they are
not expected.
• Providing diverse learning experiences and choices for all persons. This will foster
whatever creativity exists in every person.
• Encouraging contributions and questions instead of dismissing them as irrelevant
or stupid.

Wars have become very sophisticated and therefore military personnel need to be highly
created to cope. Training on creative thinking can begin in our schools and be extended
to training institutions.