Why is it difficult to “teach creativity”?

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Why is it difficult to impart the creative flow to another? Why does it defy all attempts to systematize it? Why is it so difficult to explain what happens during the process? While I do not believe to have found all of the answers, perhaps this brief article will point in the right direction.

In physics, there is a principle known as the Heisenberg Uncertainty Principle. In simple terms, it states that it is impossible to know all properties about a given particle at the same time, since the act of measuring a property will change it. Imagine that you are in a dark room, and that you have a bouncing ball in your hand. You can see nothing, but you must locate another bouncing ball that is floating somewhere in the room. The only way to do this is to bounce your ball off of the other, using the sound of the bounce to tell where the other ball is. The problem? As soon as your ball hits the other ball, they will both change positions and trajectories. This makes your measurement an approximation at best, and useless at worst. Thus, it is impossible to know the exact position of the other ball.

Creativity seems to behave in this way. Any attempt to define it, or to impose a system onto it, destroys the act of creating. Why is this so?

The brain naturally seeks patterns. If it does not find one, it will create one. It will innately impose structure onto the unstructured, and this is one of its great strengths.

When it is simply receiving information, it is receiving preexisting patterns and storing them for future use. This does not require it to create anything. When it generates information (through creativity), it is creating new patterns. Attempting to impose an existing pattern onto a pattern that the brain is attempting to create will interfere with the act of creation. In fact, it will turn the act of creation (a generative act) into a receptive act.

Consider the archaeologist (I am fond of this analogy): the act of digging in the dirt is like the creative process. When a priceless artifact is simply handed to the archaeologist, he will no longer need to dig. When a teacher attempts to impose a system onto a student’s creative process, he ruins the creativity and turns the unique act of it into merely another exercise in recall.

How, then, does a teacher “teach creativity”? Paradoxically, by not teaching it. A child will play with blocks, paints, or other objects without being told. He will make a fine mess in a sandbox without being taught how. We are born knowing how to “dig in the dirt.” Therefore, a teacher does not need to teach this skill. He need only show the student where to dig. As stated in a previous article, creativity and curiosity are not skills to be taught, but instincts to be recovered.

Instead of providing a detailed process through which a student will always arrive at a polished result, the teacher need only provide a prompt, such as “make up some sad music.” The student will explore sad-sounding motifs, harmonies, melodies, and colors on his own.

Notice the use of the word explore. One of the most unique, essential, beneficial, and enjoyable aspects of the creative process is its randomness. Uncertainty provides the environment that lights the spark of curiosity. Curiosity, in turn, fuels the exploration that is the very lifeblood of creativity. Certainty of outcome makes this exploration unnecessary, which, in turn, makes curiosity unnecessary. The student must feel free to, as Ms. Frizzle says, “Take chances, and get messy.” (Magic School Bus, anyone?) They must be free to be curious.

To summarize, creativity cannot be “taught”; it can only be “pointed at.” It cannot be systematized; it creates its own systems. It cannot be defined; it writes its own definitions. The key to imparting it to another is not to open the door for them, but to show them that they already possess the key. One need not control the creative fire; he need only ensure that it ignites.

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