If any of you lacks wisdom, let him ask God, who gives generously to all without reproach, and it will be given him.(James 1:5)
Do your best to present yourself to God as one approved, a worker who has no need to be ashamed, rightly handling the word of truth.(2 Timothy 2:15)
So he said to me,“This is the word of the Lord to Zerubbabel: ‘Not by might nor by power, but by my Spirit,’ says the Lord Almighty.(Zechariah 4:6)
From the inception of the twentieth century educational theorists such as John Dewey have espoused the view that creative and critical thinking are essential elements of living and should be incorporated as a central element in the educational process and the preparation of children for life. Creativity is defined in various ways and is considered distinct from “intelligence” as typically measured in school.
Memory for concepts, rules, and classification’s is thought to indicate intelligence while using information in original manner and unique ways is creative. Creativity is a way of being, thinking, and acting that produces originality. It involves adaptability and flexibility of thought deemed critical for students and emphasized by studies and reports on education such as the Carnegie Forum on Education, in 1986.
Contemporary thinking on education and childhood development suggests that all children have the potential to become creative and that family and teacher attitudes can impact it either positively or negatively. The environment in which children live and learn plays a salient role in creative development and can impact creativity. Today “creativity” is recognized as being essential to successful outcomes in most every human endeavor. It is also considered by psychologists as a crucial component of general well-being, health and happiness and is consequently promoted as a prime skill to encourage and practice with children. It is generally thought that Creative individuals have increased flexibility and are better problem solvers. It is believed that this makes them more adaptable to change and technological advances which allows them to take advantage of new opportunities and.
In 1927, at the University of Edinburgh, Alfred North Whitehead gave a group of presentations called the Gifford Lectures. These lectures were later published and entitled Process and Reality. Since then Whitehead is credited with coining the term “creativity.” The term was quickly accepted and became ubiquitous in the psychological literature, so much so that its promulgation and origin in our time and living memory by Alfred North Whitehead was somewhat hidden and unknown.
The London School of Psychology began the study of creativity as far back as 1927 when H. L. Hargreaves wrote the Faculty of Imagination. The recognition of creativity as a distinct aspect of human cognition was then followed by and promoted by psychometric studies and statistical analysis.
Formal psychometric measurement of creativity in orthodox psychological studies and literature, is typically considered to have begun with J. P. Guilford’s address to the American Psychological Association in 1950. This popularized the subject and focused attention on the scientific study and orientation to conceptualizing creativity. Generically creativity is considered as relating to “imagination” or the development of original ideas, especially regarding the producing artistic works. Creative people are thought to be clever, imaginative, innovative and able to come up with new ideas and invent or produce new andoriginal things. The word create comes from the Latin, creāre: “to produce” or “to cause,” which gives us the root cre. To create something is to produce it. So, someone considered creative is someone who is able to produce new and original things.
Most people assume that creativity is an innate gift or aptitude that someone either has or does doesn’t have. However, just as people are not all equally intelligent or have the same aptitudes, abilities or interests, individuals are not all equally creative. Actually, creativity is more of a skill to be developed than an inborn talent. Parents and educators can help their kids develop creativity.
Most people think individuals who posses artistic or performance skills are creative. While this may be true creativity is not confined or limited to artistic or musical expression. It is also an essential component of advanced thinking and performance in math, science, business, and a component of emotional intelligence. However, the development of artistic and music skills is generally considered beneficial and enhancing of general intelligence.
Modern culture and technological advances have essentially altered childhood experience over the past 100 years in a manner that impairs imagination and creative development. With the advent of movies, television, modern toys, computers, computer games, etc., children are inundated with multifarious entertainment and games that provide constant plots, characters, images, etc. Children no longer need to use their imagination to play when movies, TV, toys and online games provides such realistic experience.
Psychologists and educators focusing on childhood development believe that creativity can and should be encouraged and engendered in some approaches recommended to encourage child creativity which can be included in daily life. Providing an open encouraging environment which allows children to express themselves openly as individuals encourages them become more confident of their own feelings, thoughts, ideas, and abilities.
Creativity begins in the thinking and problem solving process. Providing regular and ongoing open ended activities to children and encouraging their responses to such challenges can facilitate the development of their reasoning process and expand their creative problem solving skills.