Creativity and Intuition

Abstract

Both creativity and intuition are traits that have led to humanity’s greatest innovations. Creativity is a form of problem solving that can be found in all areas of human endeavor. There are certain personal traits that highly creative people seem to possess; however, there are also creative dispositions that can be developed in order to enhance people’s creativity. Creativity relies on a knowledge based and involves four types of thinking: fluency, flexibility, elaboration, and originality. Creativity is a process not an event. This process can be represented by the Wallas Four-Stage Model of Creativity. Intuition is a sudden knowing or insight glean apart from logic or knowledge. Three levels or types of intuition are identified here: rational intuition, predictive intuition, and transformational intuition. There are a variety of things that can be used to enhance the intuitive process such as quieting the mind, focused attention, developing an attitude of receptiveness, validating images and impressions, and free writes. Finally, intuition can be a valuable resource to use in problem solving and decision making. 

Keywords

• creativity,intuition,education

Creativity and Intuition

Abstract

Both creativity and intuition are traits that have led to humanity’s greatest innovations. Creativity is a form of problem solving that can be found in all areas of human endeavor. There are certain personal traits that highly creative people seem to possess; however, there are also creative dispositions that can be developed in order to enhance people’s creativity. Creativity relies on a knowledge based and involves four types of thinking: fluency, flexibility, elaboration, and originality. Creativity is a process not an event. This process can be represented by the Wallas Four-Stage Model of Creativity. Intuition is a sudden knowing or insight glean apart from logic or knowledge. Three levels or types of intuition are identified here: rational intuition, predictive intuition, and transformational intuition. There are a variety of things that can be used to enhance the intuitive process such as quieting the mind, focused attention, developing an attitude of receptiveness, validating images and impressions, and free writes. Finally, intuition can be a valuable resource to use in problem solving and decision making. 

Keywords

• creativity
• intuition
• education

References

1. Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press.Chi, M.T., Feltovish, P.J., & Glaser, R. (1981). Categorization and representation ofphysics problems by experts and novices. Cognitive Science, 5, 121-152.
2. Corpley, A. (2000). Defining and measuring creativity: Are creativity tests worth using?Roeper Review, 23, 72-79.
3. Csikszentmihalyi, M. (1994). The domain of creativity. In D. Feldman, M.Csikzentmihalyi, & H. Gardner (Eds.). Changing the world: A framework for the study ofcreativity. Westport, CT: Praeger Publishing.
4. DeGroot, A.D. (1965). Thought and choice in chess. The Hague: Mouton.
5. Davis, G.A., & Rimm, S.B. (1998) Education of the gifted and talented (4th ed.). NeedhamHeights, MA: Allyn and Bacon.
6. Feldman, D.H., Csikzentmihalyi, M., & Gardner, H. (1994). Changing the world: Aframework for the study of creativity. Westport, CT: Praeger Publishing.
7. Feldhusen, J.F. (1995). Creativity: Knowledge base, metacognitive skills, and personalityfactors. Journal of Creative Behavior, 29, 255-268.
8. Gallagher, J.J., & Gallagher, S.A. (1994). Teaching the gifted child (4th ed.). NeedhamHeights, MA: Allyn and Bacon.

9. Gardner, H. (1994). Creating minds. New York: Basic BooksLipshitz, A., & Waingortin, M. (1995). Getting out of ruts: A laboratory study of acognitive model of reframing. Journal of Creative Behavior, 29, 151-172.
10. Lynch, M.D. & Harris, C.D. (2001). Fostering creativity in children, K-8. Boston, MA: Allynand Bacon.
11. Marzano, R.J., Brandt, R.S., Hughes, C.S., Jones, B.F., Presseisen, B.R., Rankin, S.C., &Suhor, C. (1988). Dimensions of thinking. Alexandria, VA: The Association forSupervision and Curriculum Development.
12. Maslow, A. (1971). The farther reaches of human nature. New York: Viking Press.
13. Maslow, A. (1968). Toward a psychology of being (3rd ed.). New York. John Wiley and Sons, Inc.
14. May, R. (1975). The courage to create. New York. Norton.
15. Miller, J. (2001). The holistic curriculum (2nd ed). Buffalo, NY: University of Toronto Press Naglieri, J. & Kaufman, J. (2001). Understanding intelligence, giftedness, and creativityusing PASS theory. Roeper Review, 23, 151-156.
16. Piirto, J. (1994). Talented children and adults: Their development and education. New York: Macmillan.Rogers, C. (1961). On becoming a person. Boston, MA. Houghton Mifflin Company. Starko, A. J. (2005). Creativity in the classroom: Schools of curious delight (3rd. ed). Mahwah,NJ: Lawrence Erlbaum.
17. Sternberg, R.J. & Grigorenka, E. (2000). Teaching for successful intelligence. ArlingtonHeights, IL: Skylight Professional Development.
18. Sternberg, R.J., & Lubart, T. (1991). Creative giftedness: A multivariate investmentapproach. Gifted Child Quarterly, 37, 7-15.
19. Sternberg, R.J. Williams, W.M. (2002). Educational psychology. Boston, MA: A PearsonEducation.
20. Swartz, R.J., & Perkins, D.N. (1990). Teaching thinking: Issues and approaches. PacificGrove, CA: Midwest Publication.
21. Torrance, E. P. (1993). Understanding creativity: Where to start? Psychological Inquiry,4, 232-234.
22. Torrance, E.P. (1999). Torrance Test of Creative Thinking: Norms and technical manual.Beaconville, IL. Scholastic Testing Services.
23. Wallas, G. (1926). The art of thought. New York: Harcourt, Brace.