Intelligent minds and creative thinking

Intelligence and Creative Thinking

Intelligence is the ability to recognize relationships and use this skill to solve problems. Creativity, on the other hand, is the ability to generate a range of original and innovative solutions to a given problem.

What sets individuals apart in problem-solving is the strategies they employ. Geniuses like Einstein, da Vinci, Edison, and Aristotle stand out because they combined their intelligence with creative thinking to unlock the secrets of the challenges they faced. These remarkable minds shared a common pattern of thinking—strategies that few people utilize.

Intelligence and Creativity

As author Michael Michalko notes, “Even if you’re not a genius, you can use the same strategies as Aristotle and Einstein to harness the power of your creative mind and better manage your future.” During the 1960s, many misconceptions about intelligence and creativity were addressed.

Howard Gardner introduced his model of multiple intelligences, Edward de Bono explored lateral thinking, and J.P. Guilford provided new insights into divergent thinking. Educators began applying these psychological breakthroughs to help learners think more creatively and intelligently. Below are some key concepts that emerged from this era.

1. Multiple Intelligences

Traditional views of intelligence often focus on a narrow set of abilities, but Howard Gardner (1983) argues that this approach fails to capture the diverse range of human skills.

According to Gardner, a student who excels in mathematics is not necessarily more intelligent overall than one who struggles with it. The latter may simply understand the material differently, excel in other areas, or grasp concepts at a deeper level than someone who memorizes superficially.

Gardner proposed that humans possess various types of intelligence:

• Bodily-Kinesthetic: Relates to physical movement and coordination (e.g., dance, sports).
• Interpersonal: Involves understanding and interacting effectively with others.
• Verbal-Linguistic: Pertains to language skills, including writing and speaking.
• Logical-Mathematical: Involves logic, reasoning, and numerical abilities.
• Naturalistic: Relates to understanding and relating to the natural world.
• Intrapersonal: Involves self-reflection and introspection.
• Visual-Spatial: Pertains to visual and spatial judgment, often seen in artists.
• Musical: Relates to rhythm, music, and auditory skills.

Gardner and his colleagues also explored additional intelligences, such as spiritual, existential, and moral intelligence. More recently, emotional intelligence—the ability to identify, assess, and manage emotions—has gained significant attention. Research also highlights the role of the environment in shaping intelligence, as seen in the Flynn effect, suggesting that the average IQ of humans steadily increases over time.

2. Vertical vs. Lateral Thinking

Edward de Bono distinguishes between vertical and lateral thinking. Vertical thinking is linear and logical, where individuals follow a straightforward path to reach a solution. This is the type of thinking most commonly taught in schools.

Lateral thinking, however, focuses on generating new ideas and breaking free from conventional thought patterns. Lateral thinkers explore multiple paths, even if some ideas initially seem irrelevant or incorrect. They embrace ambiguity and are willing to be wrong at times to arrive at innovative solutions. In contrast, vertical thinkers prioritize relevance and correctness at every step, often dismissing unconventional ideas.

3. Convergent vs. Divergent Thinking

Convergent thinking involves narrowing down to a single correct answer, while divergent thinking encourages exploring multiple possible solutions. As David Fontana (1983) notes, most schools emphasize convergent thinking, with tests designed to reward only the “right” answers.

This approach limits students’ ability to see the bigger picture, explore possibilities, and embrace ambiguity. Classroom activities often focus on clear-cut tasks, leaving little room for creativity. Encouraging divergent thinking allows students to consider a wider range of solutions and develop innovative problem-solving skills.

Creative Thinking in the Classroom

How can educators apply these insights to foster creativity in the classroom? Here are some practical ideas to enhance creative thinking:

1. Variety is Paramount

Focusing solely on linguistic and mathematical activities can limit students’ potential. Incorporate diverse activities to uncover the full range of your students’ abilities.

2. Productive, Not Reproductive

Instead of relying on past solutions, encourage students to ask:

• How many different ways can I look at this problem?
• How many different ways can I solve it?
  Allow students to generate unconventional and original responses, even if they seem strange at first.

3. Creative Accidents

Many groundbreaking solutions arise from accidental discoveries. Encourage students to embrace failure and ask, “What have I done?” rather than “Why did I fail?” This mindset fosters creative insight.

4. Tolerance

Convergent thinking can lead to intolerance of alternative perspectives. Teach students to appreciate diverse viewpoints and tolerate ambiguity. Geniuses often embrace contradictions and explore multiple possibilities.

5. Open-Ended Questions

Use questions like “Why?” and “How?” to encourage deeper exploration of problems and solutions.

6. Alternative Solutions

When assigning problems, encourage students to consider multiple solutions before settling on one. This practice helps develop creative problem-solving skills.

7. Questions, Questions, Questions

Teach students to ask questions. The Socratic method can help them challenge assumptions and develop critical thinking.

8. Students Are Central

Avoid overwhelming students with information. Provide guidelines, but allow them to think independently and explore new ideas.

9. Vary Testing Tools

Include open-ended tasks in assessments to give students the opportunity to showcase their creativity.

10. Study Skills

Encourage students to develop study habits that promote creative exploration of concepts and facts.

11. The World at Large

Help students apply classroom knowledge to real-world problems, preparing them to tackle challenges with innovative solutions.

References

• De Bono, E. (1970). Lateral Thinking. Penguin Books.
• Fontana, D. (1983). Psychology for Teachers. Macmillan Publishers Ltd.
• Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
• Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Basic Books.
• Guilford, J.P. (1967). The Nature of Human Intelligence. McGraw-Hill.
• Guilford, J.P. & Hoepfner, R. (1971). The Analysis of Intelligence. McGraw-Hill.

Related Pages

• What is Intelligence?
• Differentiated Instruction: Meeting the Diverse Needs of Learners
• Personalized Learning Vs Differentiated Instruction: Understanding the Key Differences
• The Impact of Differentiated Instruction on Student Autonomy in English Language Education
• Empowering Students: The Key to Personalized Learning