SlideShare a Scribd company logo
1 of 57
Download to read offline
Andrea Kuszewski
@AndreaKuszewski
Creative Disobedience
How,When, andWhy to Break the Rules
April 29, 2013
Creative Disobedience
In this age of innovation, even more important than being an effective
problem solver, is being a problem finder. It’s one thing to look at a prob-
lem and be able to generate a solution; it is another thing to be able to
look at an ambiguous situation, and decide if there is a problem that
needs to be solved.
That’s a skill that isn’t really targeted by traditional teaching methods, and
in fact, it is often discouraged. In order to teach problem finding, more cre-
ative methods must be utilized. Rule-breaking , to an extent, should be tol-
erated and encouraged, and yes—even taught.
“
“
Andrea Kuszewski, “The Educational Value of Creative Disobedience”, Scientific American, 2011
Creative Disobedience
What is Creativity?
Creative Disobedience
Creative Disobedience
FAIL
•	 Thinking with BOTH sides of your brain
•	 Switching back and forth between conventional and unconventional thinking
•	 Making remote associations between concepts
•	 ‘Zooming in and zooming out’of information, from convergent to divergent
•	 Constantly weeding out & checking for relevance and usefulness of the ideas
Creative Cognition is:
Creative Disobedience
Creative Disobedience
Creativity is:
An original, novel solution that is both useful and
appropriate given the context, environment, and
the task at hand
Creative Disobedience
By definition,
creativity involves breaking rules.
This can cause problems.
Creative Disobedience
By definition,
creativity involves breaking rules.
This can cause problems.
(because we want to live)
Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
•	 Asked teachers to identify personality characteristics associated with cre-
ativity
Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
•	 Asked teachers to identify personality characteristics associated with cre-
ativity
•	 High creativity: determined, independent, individualistic
Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
•	 Asked teachers to identify personality characteristics associated with cre-
ativity
•	 High creativity: determined, independent, individualistic
•	 Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tol-
erant, understanding, peaceable, good-natured, steady, practical, and logical
Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
•	 Asked teachers to identify personality characteristics associated with cre-
ativity
•	 High creativity: determined, independent, individualistic
•	 Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tol-
erant, understanding, peaceable, good-natured, steady, practical, and logical
•	 Asked teachers to rates students from favorite to least favorite, based on
those characteristics
Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
•	 Asked teachers to identify personality characteristics associated with cre-
ativity
•	 High creativity: determined, independent, individualistic
•	 Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tol-
erant, understanding, peaceable, good-natured, steady, practical, and logical
•	 Asked teachers to rates students from favorite to least favorite, based on
those characteristics
•	 The students rated as least favorite by teachers were also rated as most
creative
Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
•	 Asked teachers to identify personality characteristics associated with cre-
ativity
•	 High creativity: determined, independent, individualistic
•	 Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tol-
erant, understanding, peaceable, good-natured, steady, practical, and logical
•	 Asked teachers to rates students from favorite to least favorite, based on
those characteristics
•	 The students rated as least favorite by teachers were also rated as most
creative
•	 Teachers like the students who followed the outline and didn’t break rules
Creative Disobedience
Even when people say they want
creativity,
often they reject it in practice.
Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas” Meuller, et al (2011)
•	 There is a bias against creativity, fueled by uncertainty
Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas” Meuller, et al (2011)
•	 There is a bias against creativity, fueled by uncertainty
•	 “...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas” Meuller, et al (2011)
•	 There is a bias against creativity, fueled by uncertainty
•	 “...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
•	 Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias
Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas” Meuller, et al (2011)
•	 There is a bias against creativity, fueled by uncertainty
•	 “...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
•	 Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias
•	 People seek to avoid and diminish uncertainty: Kill the creative idea
Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas” Meuller, et al (2011)
•	 There is a bias against creativity, fueled by uncertainty
•	 “...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
•	 Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias
•	 People seek to avoid and diminish uncertainty: Kill the creative idea
•	 By requiring gate-keepers to identify the single“best”and most“accurate”idea, you are promoting that uncer-
tainty, thereby creating an unacknowledged aversion to creativity.
Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas” Meuller, et al (2011)
•	 There is a bias against creativity, fueled by uncertainty
•	 “...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
•	 Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias
•	 People seek to avoid and diminish uncertainty: Kill the creative idea
•	 By requiring gate-keepers to identify the single“best”and most“accurate”idea, you are promoting that uncer-
tainty, thereby creating an unacknowledged aversion to creativity.
There is always more than one good solution to a problem,
but the value varies depending on context
Creative Disobedience
The 8 Types of Creative Contributions
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
4.	Advanced forward incrementation
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
4.	Advanced forward incrementation
5.	Redirection
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
4.	Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
4.	Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
4.	Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation
8.	Integration
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
4.	Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation
8.	Integration
Accept current paradigms and attempt to extend them
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
4.	Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation
8.	Integration
Reject current paradigms and attempt to replace them
Accept current paradigms and attempt to extend them
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
The 8 Types of Creative Contributions
1.	Replication
2.	Redefinition
3.	Forward incrementation
4.	Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation
8.	Integration Merges disparate current paradigms
Reject current paradigms and attempt to replace them
Accept current paradigms and attempt to extend them
Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience
How to Teach and Encourage Creativity
(and when not to)
Creative Disobedience
TEACHING CREATIVITY : THE EARLY YEARS
Psychology researcher Allison Gopnik: Creative behavior in young children
Creative Disobedience
TEACHING CREATIVITY : THE EARLY YEARS
Psychology researcher Allison Gopnik: Creative behavior in young children
•	 When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
Creative Disobedience
TEACHING CREATIVITY : THE EARLY YEARS
Psychology researcher Allison Gopnik: Creative behavior in young children
•	 When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
•	 When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.
Creative Disobedience
TEACHING CREATIVITY : THE EARLY YEARS
Psychology researcher Allison Gopnik: Creative behavior in young children
•	 When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
•	 When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.
Take-home points?
Creative Disobedience
TEACHING CREATIVITY : THE EARLY YEARS
Psychology researcher Allison Gopnik: Creative behavior in young children
•	 When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
•	 When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.
Take-home points?
Encouraging critical thinking and finding more than one correct solution
to a given problem helps to develop creativity
1
Creative Disobedience
TEACHING CREATIVITY : THE EARLY YEARS
Psychology researcher Allison Gopnik: Creative behavior in young children
•	 When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
•	 When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.
Take-home points?
Encouraging critical thinking and finding more than one correct solution
to a given problem helps to develop creativity
Encouraging one to‘follow the outline’prevents deep understanding of
the problem, and decreases ability to creativly problem-solve
1
2
Creative Disobedience
TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
Creative Disobedience
TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
Training Behavior Therapists for treating children with Autism Spectrum Disorders
Creative Disobedience
TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
Training Behavior Therapists for treating children with Autism Spectrum Disorders
•	 Teach them to ask and answer questions, not memorize outlines
Creative Disobedience
TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
Training Behavior Therapists for treating children with Autism Spectrum Disorders
•	 Teach them to ask and answer questions, not memorize outlines
•	 Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY
Creative Disobedience
TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
Training Behavior Therapists for treating children with Autism Spectrum Disorders
•	 Teach them to ask and answer questions, not memorize outlines
•	 Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY
•	 You have room to be creative within each step of the treatment plan, given those fundamental core
pillars are kept intact and met, and making progress towards overall goal
Creative Disobedience
TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
Training Behavior Therapists for treating children with Autism Spectrum Disorders
•	 Teach them to ask and answer questions, not memorize outlines
•	 Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY
•	 You have room to be creative within each step of the treatment plan, given those fundamental core
pillars are kept intact and met, and making progress towards overall goal
•	 Modifying one step may make that particular stage‘less efficient’, but make exponentially increase
progress towards later goal
Creative Disobedience
TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
Training Behavior Therapists for treating children with Autism Spectrum Disorders
•	 Teach them to ask and answer questions, not memorize outlines
•	 Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY
•	 You have room to be creative within each step of the treatment plan, given those fundamental core
pillars are kept intact and met, and making progress towards overall goal
•	 Modifying one step may make that particular stage‘less efficient’, but make exponentially increase
progress towards later goal
•	 Individual workers may need to make adjustments to their own timelines, to better meet end goal
Creative Disobedience
TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
Training Behavior Therapists for treating children with Autism Spectrum Disorders
•	 Teach them to ask and answer questions, not memorize outlines
•	 Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY
•	 You have room to be creative within each step of the treatment plan, given those fundamental core
pillars are kept intact and met, and making progress towards overall goal
•	 Modifying one step may make that particular stage‘less efficient’, but make exponentially increase
progress towards later goal
•	 Individual workers may need to make adjustments to their own timelines, to better meet end goal
The result?
Autonomy, while consistently meeting the therapeutic goals
Creative Disobedience
Training people to ask questions and think about problems
before they receive a solution encourages and teaches creative
thinking, to produce better innovators, problem solvers, &
problem finders.
Main message:
Creative Disobedience
Does this method make
progress toward the overall
goal?
Yes
Yes
Yes
Yes
No
No
No
No
About the
same
More
progress
Good idea
to do it.
Less progress
Can this method
scale up?
Will others be required to
learn this?
Don’t do this.
Does this method maintain
the integrity of the funda-
mental pillars of the project?
Does this method
make the current step
more efficient?
a how-to guide to Creative Disobedience
Creative Disobedience
HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT
Creative Disobedience
HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT
Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.
1
Creative Disobedience
HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT
Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.
Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on some-
thing just because it’s interesting) leads to creativity.
1
2
Creative Disobedience
HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT
Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.
Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on some-
thing just because it’s interesting) leads to creativity.
Open your mind
Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take
breaks when working, just to think about nothing.
1
2
3
Creative Disobedience
HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT
Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.
Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on some-
thing just because it’s interesting) leads to creativity.
Open your mind
Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take
breaks when working, just to think about nothing.
Tolerate creativity
Reward creative thinking, not with financial incentives, which, alone, have been shown to decrease
creativity, but by promoting the conditions that permit it. Tolerate the occasional failure and allow
rules to be broken when there is a social benefit.
1
2
3
4
Creative Disobedience
Thank you!
Andrea Kuszewski
@AndreaKuszewski

More Related Content

What's hot (19)

Creativity
CreativityCreativity
Creativity
 
5 Steps to creative problem solving
5 Steps to creative problem solving5 Steps to creative problem solving
5 Steps to creative problem solving
 
Creative Workplace Design
Creative Workplace DesignCreative Workplace Design
Creative Workplace Design
 
Creative thinking
Creative thinkingCreative thinking
Creative thinking
 
Enhancing Creativity in the classrooms
Enhancing Creativity in the classroomsEnhancing Creativity in the classrooms
Enhancing Creativity in the classrooms
 
Creative process
Creative processCreative process
Creative process
 
Psychology Of Creativity - London IA 30.03.10
Psychology Of Creativity - London IA 30.03.10Psychology Of Creativity - London IA 30.03.10
Psychology Of Creativity - London IA 30.03.10
 
Creativity final
Creativity finalCreativity final
Creativity final
 
Creative and Innovative Thinking Skills
Creative and Innovative Thinking SkillsCreative and Innovative Thinking Skills
Creative and Innovative Thinking Skills
 
Creative and Critical Thinking
Creative and Critical Thinking Creative and Critical Thinking
Creative and Critical Thinking
 
Creativity Presentation Haabjoern
Creativity Presentation HaabjoernCreativity Presentation Haabjoern
Creativity Presentation Haabjoern
 
Creativity theory and practice
Creativity   theory and practiceCreativity   theory and practice
Creativity theory and practice
 
Life skill - Divergent and convergent thinking
Life skill - Divergent and convergent thinkingLife skill - Divergent and convergent thinking
Life skill - Divergent and convergent thinking
 
Creativity
CreativityCreativity
Creativity
 
Creative problem solving
Creative problem solving Creative problem solving
Creative problem solving
 
Techniques of Creative Thinking
Techniques of Creative ThinkingTechniques of Creative Thinking
Techniques of Creative Thinking
 
Creative Problem Solving Process
Creative Problem Solving ProcessCreative Problem Solving Process
Creative Problem Solving Process
 
Creativity
CreativityCreativity
Creativity
 
Creativity
CreativityCreativity
Creativity
 

Similar to Creative Disobedience: How, When, & Why to Break the Rules

Creativity and innovation
Creativity and innovationCreativity and innovation
Creativity and innovationTim Curtis
 
Understanding the concept of Creativity Common myths about creativity, theori...
Understanding the concept of Creativity Common myths about creativity, theori...Understanding the concept of Creativity Common myths about creativity, theori...
Understanding the concept of Creativity Common myths about creativity, theori...Asif Waheed
 
CREATIVITY by: John Paul Eugenio
CREATIVITY by: John Paul EugenioCREATIVITY by: John Paul Eugenio
CREATIVITY by: John Paul EugenioJaypee Eugenio
 
Critical thinking vs. creative thinking
Critical thinking vs. creative thinkingCritical thinking vs. creative thinking
Critical thinking vs. creative thinkingJANNETH OBISPO
 
Critical thinking vs. creative thinking
Critical thinking vs. creative thinkingCritical thinking vs. creative thinking
Critical thinking vs. creative thinkingJANNETH OBISPO
 
How to develop student creativity by robert j. sternberg, wendy melissa willi...
How to develop student creativity by robert j. sternberg, wendy melissa willi...How to develop student creativity by robert j. sternberg, wendy melissa willi...
How to develop student creativity by robert j. sternberg, wendy melissa willi...TESDARegion5NATCAC
 
Thinking inside the box workshop with Haleh Moravej
Thinking inside the box workshop with Haleh MoravejThinking inside the box workshop with Haleh Moravej
Thinking inside the box workshop with Haleh MoravejChrissi Nerantzi
 
ACI Creativity and Design Day 2 (2018)
ACI Creativity and Design Day 2 (2018)ACI Creativity and Design Day 2 (2018)
ACI Creativity and Design Day 2 (2018)R. Sosa
 
Creative problem solving ssv
Creative problem solving ssvCreative problem solving ssv
Creative problem solving ssvGeorge Stamos
 
An Organization Without Walls
An Organization Without WallsAn Organization Without Walls
An Organization Without WallsAllyson Lindsey
 
Ideation and Social Entrepreneurship in Latin America
Ideation and Social Entrepreneurship in Latin AmericaIdeation and Social Entrepreneurship in Latin America
Ideation and Social Entrepreneurship in Latin AmericaStartup Experience
 
Ability of Creativity
Ability of CreativityAbility of Creativity
Ability of CreativityHaseena Bibi
 
Creativity and psychology
Creativity and psychologyCreativity and psychology
Creativity and psychologyYAHYA FEHDI
 
Awaken your creative spark
Awaken your creative sparkAwaken your creative spark
Awaken your creative sparkPrecious Ajoonu
 

Similar to Creative Disobedience: How, When, & Why to Break the Rules (20)

Creativity and innovation
Creativity and innovationCreativity and innovation
Creativity and innovation
 
Understanding the concept of Creativity Common myths about creativity, theori...
Understanding the concept of Creativity Common myths about creativity, theori...Understanding the concept of Creativity Common myths about creativity, theori...
Understanding the concept of Creativity Common myths about creativity, theori...
 
CREATIVITY by: John Paul Eugenio
CREATIVITY by: John Paul EugenioCREATIVITY by: John Paul Eugenio
CREATIVITY by: John Paul Eugenio
 
محاضرة 8
محاضرة 8محاضرة 8
محاضرة 8
 
Creativity in workplace
Creativity in workplaceCreativity in workplace
Creativity in workplace
 
Edu 103 presentation
Edu 103 presentationEdu 103 presentation
Edu 103 presentation
 
Creativity
Creativity Creativity
Creativity
 
IDEATION and Design Thinking
IDEATION and Design ThinkingIDEATION and Design Thinking
IDEATION and Design Thinking
 
Critical thinking vs. creative thinking
Critical thinking vs. creative thinkingCritical thinking vs. creative thinking
Critical thinking vs. creative thinking
 
Critical thinking vs. creative thinking
Critical thinking vs. creative thinkingCritical thinking vs. creative thinking
Critical thinking vs. creative thinking
 
How to develop student creativity by robert j. sternberg, wendy melissa willi...
How to develop student creativity by robert j. sternberg, wendy melissa willi...How to develop student creativity by robert j. sternberg, wendy melissa willi...
How to develop student creativity by robert j. sternberg, wendy melissa willi...
 
Thinking inside the box workshop with Haleh Moravej
Thinking inside the box workshop with Haleh MoravejThinking inside the box workshop with Haleh Moravej
Thinking inside the box workshop with Haleh Moravej
 
ACI Creativity and Design Day 2 (2018)
ACI Creativity and Design Day 2 (2018)ACI Creativity and Design Day 2 (2018)
ACI Creativity and Design Day 2 (2018)
 
Creative problem solving ssv
Creative problem solving ssvCreative problem solving ssv
Creative problem solving ssv
 
An Organization Without Walls
An Organization Without WallsAn Organization Without Walls
An Organization Without Walls
 
Ideation and Social Entrepreneurship in Latin America
Ideation and Social Entrepreneurship in Latin AmericaIdeation and Social Entrepreneurship in Latin America
Ideation and Social Entrepreneurship in Latin America
 
Critical thinking and teaching critical thinking
Critical thinking and teaching critical thinkingCritical thinking and teaching critical thinking
Critical thinking and teaching critical thinking
 
Ability of Creativity
Ability of CreativityAbility of Creativity
Ability of Creativity
 
Creativity and psychology
Creativity and psychologyCreativity and psychology
Creativity and psychology
 
Awaken your creative spark
Awaken your creative sparkAwaken your creative spark
Awaken your creative spark
 

More from Andrea Kuszewski

Your Brain on Politics: The Cognitive Neuroscience of Liberals and Conservatives
Your Brain on Politics: The Cognitive Neuroscience of Liberals and ConservativesYour Brain on Politics: The Cognitive Neuroscience of Liberals and Conservatives
Your Brain on Politics: The Cognitive Neuroscience of Liberals and ConservativesAndrea Kuszewski
 
Looking For Love in All the Wrong Places: The Science and Psychology of Porn ...
Looking For Love in All the Wrong Places: The Science and Psychology of Porn ...Looking For Love in All the Wrong Places: The Science and Psychology of Porn ...
Looking For Love in All the Wrong Places: The Science and Psychology of Porn ...Andrea Kuszewski
 
Persuasion, Motivation, and Behavior: The Science of When and Why the Rules D...
Persuasion, Motivation, and Behavior: The Science of When and Why the Rules D...Persuasion, Motivation, and Behavior: The Science of When and Why the Rules D...
Persuasion, Motivation, and Behavior: The Science of When and Why the Rules D...Andrea Kuszewski
 
The Power of Science Narrative to Teach, Excite, and Inspire Action: Humanity...
The Power of Science Narrative to Teach, Excite, and Inspire Action: Humanity...The Power of Science Narrative to Teach, Excite, and Inspire Action: Humanity...
The Power of Science Narrative to Teach, Excite, and Inspire Action: Humanity...Andrea Kuszewski
 
G summit Presentation Andrea Kuszewski
G summit Presentation Andrea KuszewskiG summit Presentation Andrea Kuszewski
G summit Presentation Andrea KuszewskiAndrea Kuszewski
 

More from Andrea Kuszewski (6)

Your Brain on Politics: The Cognitive Neuroscience of Liberals and Conservatives
Your Brain on Politics: The Cognitive Neuroscience of Liberals and ConservativesYour Brain on Politics: The Cognitive Neuroscience of Liberals and Conservatives
Your Brain on Politics: The Cognitive Neuroscience of Liberals and Conservatives
 
Looking For Love in All the Wrong Places: The Science and Psychology of Porn ...
Looking For Love in All the Wrong Places: The Science and Psychology of Porn ...Looking For Love in All the Wrong Places: The Science and Psychology of Porn ...
Looking For Love in All the Wrong Places: The Science and Psychology of Porn ...
 
Persuasion, Motivation, and Behavior: The Science of When and Why the Rules D...
Persuasion, Motivation, and Behavior: The Science of When and Why the Rules D...Persuasion, Motivation, and Behavior: The Science of When and Why the Rules D...
Persuasion, Motivation, and Behavior: The Science of When and Why the Rules D...
 
The Science of Motivation
The Science of MotivationThe Science of Motivation
The Science of Motivation
 
The Power of Science Narrative to Teach, Excite, and Inspire Action: Humanity...
The Power of Science Narrative to Teach, Excite, and Inspire Action: Humanity...The Power of Science Narrative to Teach, Excite, and Inspire Action: Humanity...
The Power of Science Narrative to Teach, Excite, and Inspire Action: Humanity...
 
G summit Presentation Andrea Kuszewski
G summit Presentation Andrea KuszewskiG summit Presentation Andrea Kuszewski
G summit Presentation Andrea Kuszewski
 

Recently uploaded

Moaaz Hassan El-Shayeb - Projects Portfolio
Moaaz Hassan El-Shayeb - Projects PortfolioMoaaz Hassan El-Shayeb - Projects Portfolio
Moaaz Hassan El-Shayeb - Projects Portfoliomoaaz el-shayeb
 
wealth_spend_bharatpeVerse_Analysis .pptx
wealth_spend_bharatpeVerse_Analysis .pptxwealth_spend_bharatpeVerse_Analysis .pptx
wealth_spend_bharatpeVerse_Analysis .pptxAnuragBhakuni4
 
kids gpaddfghtggvgghhhuuuuuhhhgggggy.pptx
kids gpaddfghtggvgghhhuuuuuhhhgggggy.pptxkids gpaddfghtggvgghhhuuuuuhhhgggggy.pptx
kids gpaddfghtggvgghhhuuuuuhhhgggggy.pptxJagrutiSononee
 
Audhina Nur Afifah Resume & Portofolio_2024.pdf
Audhina Nur Afifah Resume & Portofolio_2024.pdfAudhina Nur Afifah Resume & Portofolio_2024.pdf
Audhina Nur Afifah Resume & Portofolio_2024.pdfaudhinafh1
 
reStartEvents March 28th TS/SCI & Above Employer Directory.pdf
reStartEvents March 28th TS/SCI & Above Employer Directory.pdfreStartEvents March 28th TS/SCI & Above Employer Directory.pdf
reStartEvents March 28th TS/SCI & Above Employer Directory.pdfKen Fuller
 
Fireman Resume Strikuingly Text............................
Fireman Resume Strikuingly Text............................Fireman Resume Strikuingly Text............................
Fireman Resume Strikuingly Text............................calvinjamesmappala
 
10 Things That Will Shape the Future of Education.pdf
10 Things That Will Shape the Future of Education.pdf10 Things That Will Shape the Future of Education.pdf
10 Things That Will Shape the Future of Education.pdfEducationView
 
Blockchain_TezosDeveloperCommunitySNSCE.pdf
Blockchain_TezosDeveloperCommunitySNSCE.pdfBlockchain_TezosDeveloperCommunitySNSCE.pdf
Blockchain_TezosDeveloperCommunitySNSCE.pdfVISHNURAJSSNSCEAD
 
127. Reviewer Certificate in BP International
127. Reviewer Certificate in BP International127. Reviewer Certificate in BP International
127. Reviewer Certificate in BP InternationalManu Mitra
 
STORY OF SUSAN & JUDY - CEREBRAL PALSY.pptx
STORY OF SUSAN & JUDY - CEREBRAL PALSY.pptxSTORY OF SUSAN & JUDY - CEREBRAL PALSY.pptx
STORY OF SUSAN & JUDY - CEREBRAL PALSY.pptxsheenam bansal
 
How to Host a Successful Webinar for Success?
How to Host a Successful Webinar for Success?How to Host a Successful Webinar for Success?
How to Host a Successful Webinar for Success?StrengthsTheatre
 
FAHAD HASSAN NOOR || UCP Business School Data Analytics Head Recommended | MB...
FAHAD HASSAN NOOR || UCP Business School Data Analytics Head Recommended | MB...FAHAD HASSAN NOOR || UCP Business School Data Analytics Head Recommended | MB...
FAHAD HASSAN NOOR || UCP Business School Data Analytics Head Recommended | MB...FaHaD .H. NooR
 
Chapter-4 Introduction to Global Distributions System and Computerized Reserv...
Chapter-4 Introduction to Global Distributions System and Computerized Reserv...Chapter-4 Introduction to Global Distributions System and Computerized Reserv...
Chapter-4 Introduction to Global Distributions System and Computerized Reserv...Md Shaifullar Rabbi
 
ASDFSDFASDFASDFASDFOUIASHDFOIASUD FOIJSADO;IFJOISADJF
ASDFSDFASDFASDFASDFOUIASHDFOIASUD FOIJSADO;IFJOISADJFASDFSDFASDFASDFASDFOUIASHDFOIASUD FOIJSADO;IFJOISADJF
ASDFSDFASDFASDFASDFOUIASHDFOIASUD FOIJSADO;IFJOISADJFJulia Kaye
 
asdfasdiofujasloidfoia nslkflsdkaf jljffs
asdfasdiofujasloidfoia nslkflsdkaf jljffsasdfasdiofujasloidfoia nslkflsdkaf jljffs
asdfasdiofujasloidfoia nslkflsdkaf jljffsJulia Kaye
 
Chapter-1 IATA, UFTAA, ICAO, FAA, CAA, ATAB, Conventions
Chapter-1 IATA, UFTAA, ICAO, FAA, CAA, ATAB, ConventionsChapter-1 IATA, UFTAA, ICAO, FAA, CAA, ATAB, Conventions
Chapter-1 IATA, UFTAA, ICAO, FAA, CAA, ATAB, ConventionsMd Shaifullar Rabbi
 
Nashon Holloway - Media/Press Kit - Priv
Nashon Holloway - Media/Press Kit - PrivNashon Holloway - Media/Press Kit - Priv
Nashon Holloway - Media/Press Kit - PrivNashonHolloway
 

Recently uploaded (17)

Moaaz Hassan El-Shayeb - Projects Portfolio
Moaaz Hassan El-Shayeb - Projects PortfolioMoaaz Hassan El-Shayeb - Projects Portfolio
Moaaz Hassan El-Shayeb - Projects Portfolio
 
wealth_spend_bharatpeVerse_Analysis .pptx
wealth_spend_bharatpeVerse_Analysis .pptxwealth_spend_bharatpeVerse_Analysis .pptx
wealth_spend_bharatpeVerse_Analysis .pptx
 
kids gpaddfghtggvgghhhuuuuuhhhgggggy.pptx
kids gpaddfghtggvgghhhuuuuuhhhgggggy.pptxkids gpaddfghtggvgghhhuuuuuhhhgggggy.pptx
kids gpaddfghtggvgghhhuuuuuhhhgggggy.pptx
 
Audhina Nur Afifah Resume & Portofolio_2024.pdf
Audhina Nur Afifah Resume & Portofolio_2024.pdfAudhina Nur Afifah Resume & Portofolio_2024.pdf
Audhina Nur Afifah Resume & Portofolio_2024.pdf
 
reStartEvents March 28th TS/SCI & Above Employer Directory.pdf
reStartEvents March 28th TS/SCI & Above Employer Directory.pdfreStartEvents March 28th TS/SCI & Above Employer Directory.pdf
reStartEvents March 28th TS/SCI & Above Employer Directory.pdf
 
Fireman Resume Strikuingly Text............................
Fireman Resume Strikuingly Text............................Fireman Resume Strikuingly Text............................
Fireman Resume Strikuingly Text............................
 
10 Things That Will Shape the Future of Education.pdf
10 Things That Will Shape the Future of Education.pdf10 Things That Will Shape the Future of Education.pdf
10 Things That Will Shape the Future of Education.pdf
 
Blockchain_TezosDeveloperCommunitySNSCE.pdf
Blockchain_TezosDeveloperCommunitySNSCE.pdfBlockchain_TezosDeveloperCommunitySNSCE.pdf
Blockchain_TezosDeveloperCommunitySNSCE.pdf
 
127. Reviewer Certificate in BP International
127. Reviewer Certificate in BP International127. Reviewer Certificate in BP International
127. Reviewer Certificate in BP International
 
STORY OF SUSAN & JUDY - CEREBRAL PALSY.pptx
STORY OF SUSAN & JUDY - CEREBRAL PALSY.pptxSTORY OF SUSAN & JUDY - CEREBRAL PALSY.pptx
STORY OF SUSAN & JUDY - CEREBRAL PALSY.pptx
 
How to Host a Successful Webinar for Success?
How to Host a Successful Webinar for Success?How to Host a Successful Webinar for Success?
How to Host a Successful Webinar for Success?
 
FAHAD HASSAN NOOR || UCP Business School Data Analytics Head Recommended | MB...
FAHAD HASSAN NOOR || UCP Business School Data Analytics Head Recommended | MB...FAHAD HASSAN NOOR || UCP Business School Data Analytics Head Recommended | MB...
FAHAD HASSAN NOOR || UCP Business School Data Analytics Head Recommended | MB...
 
Chapter-4 Introduction to Global Distributions System and Computerized Reserv...
Chapter-4 Introduction to Global Distributions System and Computerized Reserv...Chapter-4 Introduction to Global Distributions System and Computerized Reserv...
Chapter-4 Introduction to Global Distributions System and Computerized Reserv...
 
ASDFSDFASDFASDFASDFOUIASHDFOIASUD FOIJSADO;IFJOISADJF
ASDFSDFASDFASDFASDFOUIASHDFOIASUD FOIJSADO;IFJOISADJFASDFSDFASDFASDFASDFOUIASHDFOIASUD FOIJSADO;IFJOISADJF
ASDFSDFASDFASDFASDFOUIASHDFOIASUD FOIJSADO;IFJOISADJF
 
asdfasdiofujasloidfoia nslkflsdkaf jljffs
asdfasdiofujasloidfoia nslkflsdkaf jljffsasdfasdiofujasloidfoia nslkflsdkaf jljffs
asdfasdiofujasloidfoia nslkflsdkaf jljffs
 
Chapter-1 IATA, UFTAA, ICAO, FAA, CAA, ATAB, Conventions
Chapter-1 IATA, UFTAA, ICAO, FAA, CAA, ATAB, ConventionsChapter-1 IATA, UFTAA, ICAO, FAA, CAA, ATAB, Conventions
Chapter-1 IATA, UFTAA, ICAO, FAA, CAA, ATAB, Conventions
 
Nashon Holloway - Media/Press Kit - Priv
Nashon Holloway - Media/Press Kit - PrivNashon Holloway - Media/Press Kit - Priv
Nashon Holloway - Media/Press Kit - Priv
 

Creative Disobedience: How, When, & Why to Break the Rules

  • 1. Andrea Kuszewski @AndreaKuszewski Creative Disobedience How,When, andWhy to Break the Rules April 29, 2013
  • 2. Creative Disobedience In this age of innovation, even more important than being an effective problem solver, is being a problem finder. It’s one thing to look at a prob- lem and be able to generate a solution; it is another thing to be able to look at an ambiguous situation, and decide if there is a problem that needs to be solved. That’s a skill that isn’t really targeted by traditional teaching methods, and in fact, it is often discouraged. In order to teach problem finding, more cre- ative methods must be utilized. Rule-breaking , to an extent, should be tol- erated and encouraged, and yes—even taught. “ “ Andrea Kuszewski, “The Educational Value of Creative Disobedience”, Scientific American, 2011
  • 6. • Thinking with BOTH sides of your brain • Switching back and forth between conventional and unconventional thinking • Making remote associations between concepts • ‘Zooming in and zooming out’of information, from convergent to divergent • Constantly weeding out & checking for relevance and usefulness of the ideas Creative Cognition is: Creative Disobedience
  • 7. Creative Disobedience Creativity is: An original, novel solution that is both useful and appropriate given the context, environment, and the task at hand
  • 8. Creative Disobedience By definition, creativity involves breaking rules. This can cause problems.
  • 9. Creative Disobedience By definition, creativity involves breaking rules. This can cause problems. (because we want to live)
  • 10. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with cre- ativity
  • 11. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with cre- ativity • High creativity: determined, independent, individualistic
  • 12. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with cre- ativity • High creativity: determined, independent, individualistic • Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tol- erant, understanding, peaceable, good-natured, steady, practical, and logical
  • 13. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with cre- ativity • High creativity: determined, independent, individualistic • Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tol- erant, understanding, peaceable, good-natured, steady, practical, and logical • Asked teachers to rates students from favorite to least favorite, based on those characteristics
  • 14. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with cre- ativity • High creativity: determined, independent, individualistic • Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tol- erant, understanding, peaceable, good-natured, steady, practical, and logical • Asked teachers to rates students from favorite to least favorite, based on those characteristics • The students rated as least favorite by teachers were also rated as most creative
  • 15. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with cre- ativity • High creativity: determined, independent, individualistic • Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tol- erant, understanding, peaceable, good-natured, steady, practical, and logical • Asked teachers to rates students from favorite to least favorite, based on those characteristics • The students rated as least favorite by teachers were also rated as most creative • Teachers like the students who followed the outline and didn’t break rules
  • 16. Creative Disobedience Even when people say they want creativity, often they reject it in practice.
  • 17. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty
  • 18. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006)
  • 19. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006) • Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and thereby evoke the creativity bias
  • 20. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006) • Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and thereby evoke the creativity bias • People seek to avoid and diminish uncertainty: Kill the creative idea
  • 21. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006) • Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and thereby evoke the creativity bias • People seek to avoid and diminish uncertainty: Kill the creative idea • By requiring gate-keepers to identify the single“best”and most“accurate”idea, you are promoting that uncer- tainty, thereby creating an unacknowledged aversion to creativity.
  • 22. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006) • Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and thereby evoke the creativity bias • People seek to avoid and diminish uncertainty: Kill the creative idea • By requiring gate-keepers to identify the single“best”and most“accurate”idea, you are promoting that uncer- tainty, thereby creating an unacknowledged aversion to creativity. There is always more than one good solution to a problem, but the value varies depending on context
  • 23. Creative Disobedience The 8 Types of Creative Contributions Robert Sternberg, “Handbook of Creativity”, 1999
  • 24. Creative Disobedience The 8 Types of Creative Contributions 1. Replication Robert Sternberg, “Handbook of Creativity”, 1999
  • 25. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition Robert Sternberg, “Handbook of Creativity”, 1999
  • 26. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation Robert Sternberg, “Handbook of Creativity”, 1999
  • 27. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation Robert Sternberg, “Handbook of Creativity”, 1999
  • 28. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection Robert Sternberg, “Handbook of Creativity”, 1999
  • 29. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection Robert Sternberg, “Handbook of Creativity”, 1999
  • 30. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection 7. Reinitiation Robert Sternberg, “Handbook of Creativity”, 1999
  • 31. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection 7. Reinitiation 8. Integration Robert Sternberg, “Handbook of Creativity”, 1999
  • 32. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection 7. Reinitiation 8. Integration Accept current paradigms and attempt to extend them Robert Sternberg, “Handbook of Creativity”, 1999
  • 33. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection 7. Reinitiation 8. Integration Reject current paradigms and attempt to replace them Accept current paradigms and attempt to extend them Robert Sternberg, “Handbook of Creativity”, 1999
  • 34. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection 7. Reinitiation 8. Integration Merges disparate current paradigms Reject current paradigms and attempt to replace them Accept current paradigms and attempt to extend them Robert Sternberg, “Handbook of Creativity”, 1999
  • 35. Creative Disobedience How to Teach and Encourage Creativity (and when not to)
  • 36. Creative Disobedience TEACHING CREATIVITY : THE EARLY YEARS Psychology researcher Allison Gopnik: Creative behavior in young children
  • 37. Creative Disobedience TEACHING CREATIVITY : THE EARLY YEARS Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation.
  • 38. Creative Disobedience TEACHING CREATIVITY : THE EARLY YEARS Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation. • When they were shown a working sequence (one of many), they imitated that solution, and then stopped looking for a more intelligent solution.
  • 39. Creative Disobedience TEACHING CREATIVITY : THE EARLY YEARS Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation. • When they were shown a working sequence (one of many), they imitated that solution, and then stopped looking for a more intelligent solution. Take-home points?
  • 40. Creative Disobedience TEACHING CREATIVITY : THE EARLY YEARS Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation. • When they were shown a working sequence (one of many), they imitated that solution, and then stopped looking for a more intelligent solution. Take-home points? Encouraging critical thinking and finding more than one correct solution to a given problem helps to develop creativity 1
  • 41. Creative Disobedience TEACHING CREATIVITY : THE EARLY YEARS Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation. • When they were shown a working sequence (one of many), they imitated that solution, and then stopped looking for a more intelligent solution. Take-home points? Encouraging critical thinking and finding more than one correct solution to a given problem helps to develop creativity Encouraging one to‘follow the outline’prevents deep understanding of the problem, and decreases ability to creativly problem-solve 1 2
  • 42. Creative Disobedience TEACHING CREATIVITY : IN THE WORK ENVIRONMENT
  • 43. Creative Disobedience TEACHING CREATIVITY : IN THE WORK ENVIRONMENT Training Behavior Therapists for treating children with Autism Spectrum Disorders
  • 44. Creative Disobedience TEACHING CREATIVITY : IN THE WORK ENVIRONMENT Training Behavior Therapists for treating children with Autism Spectrum Disorders • Teach them to ask and answer questions, not memorize outlines
  • 45. Creative Disobedience TEACHING CREATIVITY : IN THE WORK ENVIRONMENT Training Behavior Therapists for treating children with Autism Spectrum Disorders • Teach them to ask and answer questions, not memorize outlines • Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY
  • 46. Creative Disobedience TEACHING CREATIVITY : IN THE WORK ENVIRONMENT Training Behavior Therapists for treating children with Autism Spectrum Disorders • Teach them to ask and answer questions, not memorize outlines • Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY • You have room to be creative within each step of the treatment plan, given those fundamental core pillars are kept intact and met, and making progress towards overall goal
  • 47. Creative Disobedience TEACHING CREATIVITY : IN THE WORK ENVIRONMENT Training Behavior Therapists for treating children with Autism Spectrum Disorders • Teach them to ask and answer questions, not memorize outlines • Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY • You have room to be creative within each step of the treatment plan, given those fundamental core pillars are kept intact and met, and making progress towards overall goal • Modifying one step may make that particular stage‘less efficient’, but make exponentially increase progress towards later goal
  • 48. Creative Disobedience TEACHING CREATIVITY : IN THE WORK ENVIRONMENT Training Behavior Therapists for treating children with Autism Spectrum Disorders • Teach them to ask and answer questions, not memorize outlines • Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY • You have room to be creative within each step of the treatment plan, given those fundamental core pillars are kept intact and met, and making progress towards overall goal • Modifying one step may make that particular stage‘less efficient’, but make exponentially increase progress towards later goal • Individual workers may need to make adjustments to their own timelines, to better meet end goal
  • 49. Creative Disobedience TEACHING CREATIVITY : IN THE WORK ENVIRONMENT Training Behavior Therapists for treating children with Autism Spectrum Disorders • Teach them to ask and answer questions, not memorize outlines • Keep the integrity of the fundamental pillars of therapeutic goals, & understand WHY • You have room to be creative within each step of the treatment plan, given those fundamental core pillars are kept intact and met, and making progress towards overall goal • Modifying one step may make that particular stage‘less efficient’, but make exponentially increase progress towards later goal • Individual workers may need to make adjustments to their own timelines, to better meet end goal The result? Autonomy, while consistently meeting the therapeutic goals
  • 50. Creative Disobedience Training people to ask questions and think about problems before they receive a solution encourages and teaches creative thinking, to produce better innovators, problem solvers, & problem finders. Main message:
  • 51. Creative Disobedience Does this method make progress toward the overall goal? Yes Yes Yes Yes No No No No About the same More progress Good idea to do it. Less progress Can this method scale up? Will others be required to learn this? Don’t do this. Does this method maintain the integrity of the funda- mental pillars of the project? Does this method make the current step more efficient? a how-to guide to Creative Disobedience
  • 52. Creative Disobedience HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT
  • 53. Creative Disobedience HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT Give them some space Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which means holding several things in your working memory -- a balance that can be disrupted easily, so a buffer against distractions are essential. 1
  • 54. Creative Disobedience HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT Give them some space Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which means holding several things in your working memory -- a balance that can be disrupted easily, so a buffer against distractions are essential. Don’t micromanage Allow free time for employees to work on anything they want; intrinsic motivation (working on some- thing just because it’s interesting) leads to creativity. 1 2
  • 55. Creative Disobedience HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT Give them some space Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which means holding several things in your working memory -- a balance that can be disrupted easily, so a buffer against distractions are essential. Don’t micromanage Allow free time for employees to work on anything they want; intrinsic motivation (working on some- thing just because it’s interesting) leads to creativity. Open your mind Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take breaks when working, just to think about nothing. 1 2 3
  • 56. Creative Disobedience HOW TO ENCOURAGE A CREATIVE WORK ENVIRONMENT Give them some space Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which means holding several things in your working memory -- a balance that can be disrupted easily, so a buffer against distractions are essential. Don’t micromanage Allow free time for employees to work on anything they want; intrinsic motivation (working on some- thing just because it’s interesting) leads to creativity. Open your mind Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take breaks when working, just to think about nothing. Tolerate creativity Reward creative thinking, not with financial incentives, which, alone, have been shown to decrease creativity, but by promoting the conditions that permit it. Tolerate the occasional failure and allow rules to be broken when there is a social benefit. 1 2 3 4
  • 57. Creative Disobedience Thank you! Andrea Kuszewski @AndreaKuszewski