Creativity can be portrayed as a function of knowledge multiplied
by imagination (to create options) and judgment (to evaluate
options). Drs. Parnes, Noller and Biondi in 1977 suggested this
simple equation for creativity as a model: C = K x I x E. This
equation suggests that for one to solve problems creatively,
one must first have appropriate knowledge (K). Secondly, the
bits and pieces of this knowledge can be transformed by one's
imagination (I) into various new, different combinations called
ideas, options, points of view, etc. This is analogous to how
the bits and pieces of colored glass in a kaleidoscope are rearranged
into new different combinations called patterns by spinning
the drum. Thirdly, evaluation (E) is needed. One must exercise
judgment to select the most appropriate ideas, options, point
of view, etc. for implementation or further development.
Let's first focus on the knowledge
component of the equation. How people gain knowledge
(learn) is personal and individualistic. That is, the bits and
pieces of knowledge a person absorbs and retains can be gained
in contrasting ways. One way is by direct, concrete experience.
This can best be described as getting personally involved in
the task at hand and "getting one's hands dirty." The opposite
way is by detached, abstract thinking, by standing back, observing,
analyzing and theorizing to understand.
Second, let's focus on the imagination
and judgment components. How people use knowledge is
also very personal and individualistic. It is suggested that
there are two opposite ways of using one's knowledge. The first
use is for ideation (to proliferate ideas, options and
different points of view while deferring judgment) and the second
is for evaluation (to judge and select from those ideas,
options and points of view).
Each person could thus be characterized
as having a unique set of relative preferences on these two
information processing dimensions (experience-thinking for gaining
knowledge and ideation-evaluation for using knowledge).
This set of preferences would describe how the person tends
to prefer to learn and to prefer to use the knowledge learned.
Each person's unique set of preferences can then help identify
his or her own unique style of creative problem solving.
It's important to realize that people
fall somewhere between the two extremes of both dimensions.
For example, everyone learns partly by experiencing and partly
by abstract thinking and analysis, and everyone uses their knowledge
partly for ideation and partly for evaluation. There is no person
who uses one but not the other.
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