Creativity is often closely related to innovation.
Creativity is an important factor generating new solutions, eg technological, new technical, product, process innovations, etc.
Education processes should develop the need and creativity of pupils so that later on these people become innovators and entrepreneurs who organize innovative startups.
In view of the above, I am asking:
How to develop creativity and innovation of pupils and students?
Please reply
I invite you to the discussion
Thank you very much
Best wishes
I understand that creativity and innovation are learned and fostered. You learn by exercising, since childhood, from school age with creativity, drawing and dreaming to improve our lives and the rest of people. Later, in adolescence, one learns with the multidimensional analysis of the problem or the need, the organized action of the project, the design and the possible technological solutions at a material and productive level. In this regard, we compared a joint publication book, which we have developed some ideas.
Book Educación, diseño e innovación en Latinoamérica. Evolución, ...
Abraham Maslow's quip comes to mind: "The key question isn’t 'What fosters creativity?' but it is why in God’s name isn’t everyone creative? Where was the human potential lost? How was it crippled? I think therefore a good question might be not why do people create? But why do people not create or innovate? We have got to abandon that sense of amazement in the face of creativity, as if it were a miracle if anybody created anything."
There are countless ways to foster creativity and innovation in schools and it is a wonder so few of them are tried. To my mind, three would entail (i) focusing less on the reproduction of information and allocating more time to critical thinking; (ii) fostering activities that transcend traditional disciplinary boundaries; and (iii) posing questions and following up with opportunities for reflection (e.g., what? so what? now what?).
Article Harnessing Creativity and Innovation in the Workplace
may be of interest: that article isolates components of innovation systems at the organizational level, all of which would support a school's (or any other organization's) efforts to boost creativity and innovation.
Creativity depends on many factors, but the type of teaching method that teachers use to teach their classes is fundamental.
Interestingly, bad teaching methods can not only curb students' creativity, but they can also make both students and teachers sick.
Chapter FUNDAMENTALS OF THE PREPARATION FOR THE SELF-CARE OF TEACHERS 'HEALTH
Chapter Methodological process to diagnose self-care of the teacher's health
Chapter Quality of life and education in the knowledge society
Many colleagues have written on creativity, what enhances an what undermines it.
Instead of adding to the academic discussion, I would like to share an anecdote that may illustrate an interesting case. Once a Dutch teacher working in France told me: "take a book with images to be colored by kids, in the Netherland (and I add in Italy) pupils use the colors they want in the area of their choice; in France, you will find, next to the drawing to be colored, a model with adequate colors to be copied." She added: "the French will be excellent operatives capable of performing the most complex tasks, once they are told or shown; the Duch (and Italians) will eventually be more creative".
I try to apply this principle to each and every of my classes: never tell the students how long (word count, font, margins, number of pages, whatever) or which format (text, presentation, video, audio, physical realization) an assignment should be; the mandate is that the students have to submit a work of format and lenght adequate for the lecturer (myself) to understand.
Indeed, freedom (sense of control on one’s own work), positive feedback (non threatening), open environment (to new ideas, to cooperation, to failures...), recognition (a sense that creative work is rewarded) do enhance creativity at all ages.
I always like to use Torrance's components of creativity: fluency (number of ideas), originality and elaboration to guide students into understanding creativity. How you use this depends on the age of the student. I teach adults. A simple exercise like asking students to describe how many uses they can think of for a paper clip can give them and you as the teacher insight into their creative orientation. Freedom to think outside the box for even just a short period of time can help free up creative tendencies. One of the most original ideas that one of my students had from this exercise was to use a paper clip as a crutch for a grasshopper. What can be done with an idea like that is to ask how the student would apply it to a situation. Who's the grasshopper - a small child? What kid of crutch does a small child need? and so on.
Synectics is another approach using metaphors and analogies. Amazon sells this updated book by the originator of synectics.The Practice of Creativity: A Manual for Dynamic Group Problem-Solving
by George M. Prince and Steve Krug | Jun 1, 2012
Good luck and have fun. Dobry dzien
I understand that creativity and innovation are learned and fostered. You learn by exercising, since childhood, from school age with creativity, drawing and dreaming to improve our lives and the rest of people. Later, in adolescence, one learns with the multidimensional analysis of the problem or the need, the organized action of the project, the design and the possible technological solutions at a material and productive level. In this regard, we compared a joint publication book, which we have developed some ideas.
Book Educación, diseño e innovación en Latinoamérica. Evolución, ...
Individual innovativeness is enhanced by fostering one's orientation towards mastery goals, and dismissing orientation towards performance-avoidance goals.
Article What contributes to the individual innovativeness? A multile...
The leader assesses "what you can do with what you know," not "what you know." In addition, the leader assesses your promise with "the profundity of thought or the weight of judgment," not just "productivity." Impact rather than one more publication. No more "Me, too" articles.
In my opinion, creativity and innovation can best be developed in a competitive environment. For children, this happens in a game-based environment. The question I ask is, what are the short- and long-term means of maintaining creativity and innovation as the most important condition for motivation in each field of study? Hi, Tamás
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