5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions

5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions
5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions
5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions
5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions
5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions
5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions
5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions
5 TOOLS in 200 pages for Mastering All of Creativity--50 Models 1000 Questions
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This is the SINGLE BEST INTRO and ARTICLE on nearly all of creativity-----------its 5 tools are: 1) 42 models from across the globe in brief 2) 8 models in great practical detail 3) comprehensive interesting models of key inputs to creating--career dynamics, dimensions of cultures, social processes in all societies and parts of societies, and other 4) 130 research questions about creativity we now lack answers for 5) 1000+ questions of a creativity self and other assessment your students can use to interview local creators and can use to specify what tiny fraction of how top creators think and act students themselves now occupy and enact.

-----------------------------------------------THERE IS NO OTHER------------------------------------------ book, article, reference, video anywhere at the time of this writing that matches this one in---A) seeing creativity globally not as "one thing" but as various models that differ from each other and can be used to compensate for each approach's limitation and biases B) introducing students in clear simple step by step detail to HOW top researchers think scientifically about creators, creations, creatings C) TOOLS that allow teachers to assign any of 130 well formed research questions to students for assignments, D) TOOLS that allow students to subset 1000+ interview questions for composing what to ask local creators, E) TOOLS that suggest the best "further readings" on creativity in all its majesty F) the best currently available detailed models of enormously central parts of all creatings--insight process dynamics, how to find interesting questions to investigate for answers, how the universe and populations of agents without plan or intent generate emergent creations no one intended, the properties that particular eras and places have, that are fecund in creators and creations they generate.

-------------------------------At the high school level, and top effort level-------------------------- (I deny the validity of "gifted" its use in education is harmful) assigning each of the FIVE TOOLS, one tool a week, works well----------At the college level this 200 page booklet has been the primary text of one semester courses Introduction to All Things Creative, in all my prior high schools, adult ed, and colleges, and global Fortune 50 corporations, in the USA, in the EU, in Japan and China. ----------For teachers, evaluating all sorts of "creative" projects and classwork or homework assignments--the research questions and assessment questions, and parts of the 8 detailed models--all furnish great "THINGS TO ASK" students and their teams in relation to such assignments. Better yet, ask other students from other teams to choose from such questions, what to ask a presenting student or team. We often expect students to "be specific"---BUT we do not furnish students with the inputs that enable ADULTS to "be specific" namely, comprehensive diverse mental models of X (X is creativity here). So, you say to a student or student team, you did something creative?---tell us which creation dynamics, which question finding avenue, which insight process steps, which etc. did you use, omit, choose, discover, get blocked by, get enabled by.

------------------------------------------PROVEN ASSIGNMENT IDEAS--------------------------------------- 1) Pairs or Trios of students choose any one of 60+ varieties of creations the whole class brainstorms at start, they then video/gather-documents/interview creators or investors in such creative works, examining how such works are thought of and created, then they choose 2 of the 42 models in brief and 2 of the 8 models in detail, and 2 of the 130 research questions and APPLY those to their investigated creations type. 2) Pairs or Trios of students choose any of the 8 detail models and on their own creatively turn its dynamics into a process-of-creation, they then create a "creative work" via the process they themselves just created. 3) The whole class or subsets visit any great museum together and from the creations displayed there, guess and discuss which of the 42 models in brief, and 8 models in detail were involved most in its process of creation, life of its creator, and traits making the work itself creative.

-------------------------------------------THINGS TO NOTICE-----------------------------------------------the Culture Mix Model of creativity in conjunction with the Darwinian Systems Model in this booklet flesh out in thrilling detail why cities on the border of 2 or more nations, cities on seacoasts, neighborhoods near downtown areas, people in or from minorities, immigrants in nations they were not born to--why THEY GENERATE extraordinary varieties and amounts of creativity.

-----------------------------THE PROFOUND IMPACT of this booklet is this----------------------it disabuses students of their lifelong habit of seeking "one right" answer, "one right" model, "one right" way, and perplexes such adolescent rigidities of thought via a journey across dozens of equally powerful models of ONE THING--Creativity. In reality we all use the word "creativity" as if it were one thing----when in reality we all know it is NOT one thing at all. Even top Harvard professors continue this mistake. So the best single Harvard model of "creativity fostering environment" when fully applied by Procter & Gamble produced copying a hit Japanese hot pad product 8 years AFTER it was a hit in Japan--Harvard called that a "creative" outcome, I, RIchard Tabor Greene, call that "delayed copying". [NOTE--Harvard's error is deep--if creativity is many diverse models/ways/process-types, then ANY one environment will "support" some while "weakening" or "blocking" many, perhaps more others!!!!] Teachers and students should use this 200 page booklet to decide on their own which appelation is best. This article is often the FIRST PRACTICAL POWERFUL challenge to this crippling mental habit of seeking "one right X". In education research this is called "the graduate student insight"--that NO ONE WAY, no one model, can be fully trusted.

-------------A PROFUNDITY SNEAKED IN, Model Based Thought-Action--------------------Simply reading then using this booklet for assignments establishes a profound basis of the highest levels of professional life and accomplishment--model-based thinking and model-based acting. The DIVERSITY of models of "one" thing--creativity--here means each student team, using different of the 42 brief and 8 detailed models, NOTICES things in creators or creative works encountered that other teams miss, never thought about. Similarly such teams can RESPOND to creation assignments in ways other teams exposed only to other models, cannot make such responses to. This means EACH MODEL EXPANDS YOUR WORLD--what you NOTICE, what RESPONSES you can make. The graduate school word for this is "theory power--the power of new mental models to expand the world you notice and the life you enact in that bigger world". This is a goal worth striving for from 7th grade on. Using this booklet PRACTICES students in answering all questions in 2 steps: 1st, what models or frameworks are relevant, 2nd applying each such model's aspects to parts of the situation they match and illuminate.

-------------sneaky Derrida-esque Kristeva-esque Barthes-esque point of this booklet---------------In disabusing students of their possible "one right X" habit of mind this booklet also manages to quite effectively disabuse students of their "Harvard is best" unthinking embedding of their person in our society's habit of substituting status for thought. Wise people have long advised---show not tell---well, this booklet "de-centers" student lives and "de-centers" the world for students, before your very eyes. The creativity released when old status anchors wilt away amazes us all and hopefully human history.

-------------------------------------------the THREAT?-----------------------------------Shanghai Public Schools faculty leaders and Beijing Normal University faculty leaders and Beijing University Innovation faculty---all have been repeatedly exposed to ALL the contents of this booklet since 2010--it may not fit your school or students but BE ASSURED your students sooner or later will win or lose jobs against Asians steeped in this booklet's contents.

------------------------------------The Question of Level of Difficulty------------------------------------Strangely, very strangely, it was corporate Vice Presidents of the 7 global Fortune 50 corporations I founded new "democratizations of high technology delivery" systems for, who found first versions of this booklet "too hard" "too abstract" "too difficult". WOW. Cleary College welfare moms had no such difficulty; Munjoy Hill middle schoolers had no such difficulty; Weston High middle school students had no such difficulty; East Garfield Park high schoolers had no such difficulty. SOOOOO the present version is the result of numerous editings forced by top corporation execs, not the students/teachers in the middle and high schools I boldly used this booklet with! Life is wondrous strange!!!! The booklet is written in first person as narrative form and it is so meticulous in steps--going to "next" ones only when a clear basis for prior steps is complete. I hated as an MIT student science texts that "skipped" steps; in this booklet I have, like Stephen Wolfram's brilliant writing in A New Kind of Science, skipped no steps, however "obvious" or small. The linkages and motivations for each section are practical and something middle school students can grasp. HOWEVER, the march from Model 1 to Model 42 is a real challenge to students--not due to language, not due to motivations for each next step, not due to ambiguous wording, but DUE TO JERKING MINDS from one viewpoint to entirely different ones 42 times! Quite a few students and schools are enough stuck in "one right-y model" of things, "one right-y answer" for things, that marching through 42 diverse models of "one" thing--creativity--disorients, breaks habits, challenges students to think DIVERSELY, not narrowly, BROADLY, not narrowly, GLOBALLY not US-ly.

--------------------------------GOING VENAL--the PROFIT of Using This Booklet----------------Teachers may like or be dismayed by this tidbit---Procter & Gamble paid me a decade ago $24,000 for the right to publish internally ONE PAGE from this booklet. Who knows why it was worth that much to them! I have my guesses. IBM Research paid me quite a bit more to publish just the 1000 questions and get my stat analysis of their answers. IDEAS are WORTH MONEY---never let your students think otherwise---EVERY HARD BOOK every student reads can be turned into cogent models corporations will pay for.

Total Pages
203 pages
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Teaching Duration
1 month
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