'Creativity' is a widely defined notion with several interpretations. From interpreting 'creativity' from its pure Latin word (creare) to expanding its definition to Wallas' (1926) five processes of creativity, it can be observed that the notion of 'creativity' is a complex construct that can be defined in various ways de-pending on the sociocultural context. As of today, ACARA (n.d.) has merged the concept of critical thinking together with the definition of 'creativity' to mean, creativity involves 'students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems' (para. 5). While this definition only explains a small part of creativity, the inclusion of critical thinking is a significant addition to the definition as it acknowledges that creativity is not only about producing novel and useful products (Mumford, 2003), but also involves thinking divergently and overcoming social norms constructed by society. As noted by Bair and Pedraza-Fariña (2017-2018), they asserted that social norms can 'create substantial barriers to the most socially...creative pursuits' (p. 1069) since entrenched rules fixate individuals to think in a sheltered manner.
Image: 'Business Innovation' by Jeffrey Baumgartner (2017).
This can be demonstrated in our current society's outlook on competition and assessment schemes. With schools being focused on competing against other schools and ensuring that students achieve high academic results, opportunities for students to think innovatively and creatively are inhibited. Instead, students are customed to learn in accordance with the rigid curriculum and become experts of the content taught in schools. As a consequence, the space for students to think openly, and critically engage in spaces outside the Australian curriculum is limited.
During our tutorial class, the tutor aimed to outline this concept in practical means by asking every student to resolve a problem with three cups and three paddle-pop sticks.
The problem was to use the cups and paddle-pop sticks to make a platform that was strong enough to hold a water bottle. Additionally, the tutor laid out rules that students
must comply with, such as the Photo: Materials used in EDUC 3620 tutorial. By Evelyn Chan.
cups must be separated and must be at least a 'paddle-pop stick length' apart from each other. The purpose of placing several rules to the problem was to imitate our current environment where there are many entrenched standards and norms that we must abide to. By placing such rules on the problem, most students struggle to think creatively to solve the problem.
Photo: Solution to the problem posed by tutor EDUC3620. By Evelyn Chan.
Reference List
ACARA. (n.d.). Creative and Critical Thinking. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
Bair, S. P., & Pedraza-Fariña, L. G. (2017-2018). Anti-innovation norms. Northwestern University Law Review, 112(5), 1069-1136.
Baumgartner, J. (2017). [Image of business innovation]. https://www.creativejeffrey.com/creative/business_should_be_more_fun.php?topic=innovation
Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity Research Journal, 15(2-3), 107-120.
Wallas, G. (1976). Stages in the creative process. The creativity question, 69-73.
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