by Dr. Manoj Chandra Handa | Feb 8, 2015 | Creativity, Gifted Students
One must still have creative chaos in oneselfto be able to give birth to a dancing star.– Friedrich Nietzsche, German philosopher (1844-1900) Synectics has been described by its creator, William J. J. Gordon, as “the joining together of different and apparently irrelevant elements” (Gordon, 1961, p.5). The term Synectics, from the Greek “syn” and “ektos”, refers to the fusion of diverse ideas (Nolan, 2003, p. 25). The process of Synectics is a “metaphor/analogy-based technique for bringing different elements together in a search for new ideas or solutions” (Starko, 2010, p. 151). This creative connection-making process has been used by businesses and research organisations, and has been the inspiration behind the ideas for Pringles potato chips, magnesium-impregnated bandages, disposable nappies, the space-saver Kleenex box, and a host of other innovations. Working with gifted learners, I found this strategy to be very effective because the students relished the potent power of bringing contraries together to conjure new meanings. The basic processes of Synectics are “making the strange familiar” and “making the familiar strange” (Prince, 1968, p. 4). Although inventors most often engage in “making the familiar strange”, students benefit more from “making the strange familiar” (Gordon, 1973, p. 11). These two processes are facilitated through the creation of various types of analogies. Here are the steps for using Synectics to foster creative mindsets: Step 1: Students explore the given situation, task, or problem. They create direct analogies, select one, and explore it in greater depth. Direct analogies are the simplest types of comparison in which similarities between two ideas are examined. In a direct analogy, individuals look for parallels between one idea, object or situation,...
by Dr. Manoj Chandra Handa | Oct 29, 2014 | Creativity
We may accept finite limitations of logic, but we must never lose faith in the infinite possibilities that stem from developing creative habits of mind.~ Manoj Chandra Handa Creative habits of mind Creative people demonstrate some habits of mind that, taken together, form the acronym CREATE: Curiosity Risk-taking Embracing paradox and ambiguity Attentiveness and adaptability Thinking bigger Experimenting and problem-solving (Chandra Handa, 2012, 2014) Curiosity Creative practitioners demonstrate an unrelenting quest for continuous learning. It is the ability to question oneself and others; the relentless pursuit of knowledge and truth; learning to ask better questions; and the ability to solve the most challenging problems by keeping an open mind (Fisk, 2011). Risk-taking or “creative courage” Risk-taking enables one to try new things. It is about having the courage to stumble, fail, and, after rejection, try again. The psychologist Rollo May (1975) calls it “creative courage” which is finding, through imagination, what is possible. The creative artists and scientists unsettle what is. Creative writers are well known for their creative courage. Risk-taking is the willingness to try difficult things and expose oneself to failure or criticism. It is a trait that teachers can observe when high levels of aspiration are sought after and tried out by a student. It involves feeling as well as doing; making guesses as well as taking chances (Williams, 1972). Embracing paradox and ambiguity Creative practitioners are willing to embrace ambiguity, paradox and uncertainty. They seek ambiguity in everything they explore – in the learning of students, in product composition, in ways of thinking and more. They explore possibilities by asking questions to which there...
by Dr. Manoj Chandra Handa | Aug 31, 2014 | Creativity
“Innovation education is about tapping into the inner entrepreneur.” – MCH Click here to listen to the podcast, “Innovative Habits of Mind”. At the Australian Council for Educational Leaders (ACEL) Conference in Brisbane, I presented a paper, “Creating innovators by choice and not by chance”, in October 2013. At the presentation, I proposed that one of the fundamental goals of 21st century learning for our young people is innovation, not just creativity. It is about providing innovation education and fostering entrepreneurial mindsets (Shavinina, 2009, 2013). Through an exploration of (a) research-based case studies of gifted learners, and (b) a Framework of Innovation Pedagogy that I had developed, I shared with the audience what it means to innovate, and how we can develop the capacities of young people to become entrepreneurial. My research findings revealed that “innovation education” should be embedded into curriculum at all levels through problem-based, multidisciplinary, collaborative learning, encouraging “design thinking”, and promoting the development of real-world designs (“prototyping”). By fostering “play, passion, and purpose” among young learners, we help them become innovation-ready (Wagner, 2012). To achieve this goal, we require “teacherpreneurs” who have innovative habits of mind. Research shows that teachers—who work in radically diverse multidisciplinary teams, and model innovative habits of mind—can share and mould young students into innovators of the future. We require “leaderpreneurs”, i.e., leaders who create conditions in schools and systems that inspire and encourage educators and students to imagine, experiment, and innovate. After my presentation, I was invited by Rosanna Stevens, a Canberra-based writer, to record a podcast, “Innovative habits of mind”, that I share with you in this post. The drawing, “Le bonhomme à fleurs”, is by André François (1915-2005),...
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