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Con cep tual Block bust ing. (John L. Adams). A Guide to BETTER Ideas. Introduction &. Chapters 1&2. Perceptual Blocks. Enhancing Creativity. Nickerson (1999: 407) lists the most common ways of enhancing creativity on the level of personality. establish purpose and intention
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Conceptual Blockbusting (John L. Adams) A Guide to BETTER Ideas Introduction & Chapters 1&2 Perceptual Blocks
Enhancing Creativity • Nickerson (1999: 407) lists the most common ways of enhancing creativity on the level of personality. • establish purpose and intention • acquire of domain-specific knowledge • stimulate and reward curiosity and exploration • build internal motivation • encourage confidence and a willingness to take risks • focus on mastery and self-competition • promote supportable belief about creativity • provide opportunities for choice and discovery • develop self-management (metacognitive) skills • learn techniques and strategies for creative performance Raymond Nickerson, “Enhancing Creativity” in Sternberg, Handbook of Creativity, Cambridge, 1999.
Conceptual blocks . . .mental walls which block the problem-solver from correctly perceiving a problem or conceiving its solution.
Thinking processes • Spontaneous • Unconscious • Little energy expended monitoring or seeking to improve process. • The Monk on the Mountain
Goal of this course segment . . . .to • Make you more aware of how you think • Focus on CONCEPTUALIZATION. . . The process by which one has ideas.
Conceptual blocks (John L. Adams) • Perceptual blocks • Emotional blocks • Cultural blocks • Environmental blocks • Intellectual blocks • Expressive blocks
PERCEPTUAL blocks: • Detecting what you expect (stereotyping) • Difficulty in isolating the problem • Tendency to delimit the problem area poorly • Inability to see the problem from various viewpoints • Saturation • Failure to utilize all sensory inputs
1. Detecting what you expect (stereotyping) • Perceptual Stereotyping helps complete incomplete data. • BUT . . It’s a handicap to perceiving new combinations • Creativity involves combining disparate parts into a new whole. • Stereotype is a function of providing “CONTEXT” so we can remember and categorize information.
2. Difficulty in ISOLATING the problem • Problems obscured by inadequate cues or misleading information. • Problems are multidimensional. One may pick wrong facet to solve. (Mechanical Tomato Picker)
3. Tend to DELIMIT problem area too much • “Framing” a problem too narrowly. • Imposing too many constraints on problem solution • Cat scratching furniture • Reduced limits leads to multidisciplinary considerations
4. Inability to see the problem from various viewpoints • Most problems affect people other than the problem solver.
