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Torrance's Framework for Creativity

This document discusses problem solving and creativity. It defines problem solving as seeking a goal from a non-ideal present condition. Creativity is defined as a distinguishing human characteristic. The document outlines Edward Torrance's framework for measuring creativity, including fluency, flexibility, elaboration, and originality. It also describes the process of creative problem solving developed by Alex Osborn, which includes mess finding, data finding, problem finding, idea finding, and solution finding stages to intentionally solve problems and identify opportunities. The document reflects that despite its definition, creative problem solving can be an engaging process for learners when conventional methods are insufficient.

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187 views5 pages

Torrance's Framework for Creativity

This document discusses problem solving and creativity. It defines problem solving as seeking a goal from a non-ideal present condition. Creativity is defined as a distinguishing human characteristic. The document outlines Edward Torrance's framework for measuring creativity, including fluency, flexibility, elaboration, and originality. It also describes the process of creative problem solving developed by Alex Osborn, which includes mess finding, data finding, problem finding, idea finding, and solution finding stages to intentionally solve problems and identify opportunities. The document reflects that despite its definition, creative problem solving can be an engaging process for learners when conventional methods are insufficient.

Uploaded by

Ryl
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

COLLEGE OF TEACHER EDUCATION

CERTIFICATE IN TEACHING

Name: Haizille Kazandra B. Sarboda CIT 1-A

Topic: Problem Solving and Creativity Subject: EDUC-8

Problem Solving and Creativity


1. Introduction

What is Problem Solving?

• A state of desire for reaching a define ‘goal’ from a present condition that either is not directly
moving toward the goal, is far from it, or needs more complex logic for finding a missing
description of conditions or steps toward the goal.

What is Creativity?

• Creativity is a distinguishing characteristic of human excellence in every area of behavior.


• Learning Outcomes:
• Explain the four Criteria of creativity by Torrance
• Practice creative thinking
• Apply problem solving skills

EDWARD PAUL TORRANCE


• Known as the ‘’Father of Creativity” for his nearly 60 years of research that became the
framework for the field of gifted education.
• He was professor emeritus of educational psychology
• He invented the benchmark method for quantifying creativity
EDWARD PAUL TORRANCE

• The ‘’ Torrance Test of Creative Thinking’’ helped shatter the theory that IQ tests alone
were sufficient to gauge real intelligence. The tests solidified what heretofore was only
Conceptual- namely that creative levels can be scaled and increased through practice.
TORRANCE FRAME WORK FOR CREATIVE
THINGKING

Fluency
*refers to the production of a great number of ideas or alternate solutions to a problem.
Fluency implies understanding, not just remembering information that is learned.

Key words

Compare, convert, count, define,


describe, explain, identify, label,
list, match, name, outline,
paraphrase, predict, summarize

Example: Apple, blood, brick, caboose, cherry, Christmas stocking,


exit sign, fire alarm, heart, tomato.

TORRANCE FRAMEWORK CREATIVE THINKING

Flexibility
*refers to the production of ideas that show a variety of possibilities or realms of thought. It involves
the ability to see things from different point of view and to use many different approaches or
strategies.

Red fruit Red safety features Red vehicles

apple exit sign caboose

cherry fire alarm fire truck

raspberry stop sign tricycle

tomatoe tail lights wagon

* Elaboration
*Elaboration is the process of enhancing ideas by providing more detail.
Additional detail and clarity improves interest in, and understanding of, the topic.
Key words
Appraise, critique, determine,
evaluate, grade, judge, measure,
select, test.

Application ideas
Tell your neighbor about your last family trip
using as many details as possible.
What can you add to_______ to improve its
quality or performance?

Describe all the possible characteristics of


the red quality in a wagon

Example: Shade, finish, texture, uniformity.

*Originality
*Originality involves the production of ideas that are unique or unusual.
It involves synthesis or putting information about a topic back together in a new way.

Application ideas
Find an original use for_________.
What would be the strangest way to get out
of bed?
Design a new___________ that is better than
the one you have

Write an unusual title for the ideas about red.

Example: Revolutionary "Red" Representation.

CREATIVE PROBLEM SOLVING

 Is an intentional process for solving and problems and discussing opportunities.


 It espouses the use of creativity in the 1950’s Alex Osborn described this process in his book,
Applied Imagination.
 Osborn opened the process in the public domain which mean anyone can use it.
 Over the years countless people have utilized the CPS in various fields and endeavors.

The following, based on Van Gundy (1988’s) description, is a very brief skeleton of
a very rich process, showing it in its full ‘6 x 2’ stages form:

1. MESS FINDING

 Sensitise yourself (scan, search) for issues (concerns, challenges, opportunities etc.) that need to be
tackled.
 Divergent techniques include ‘Wouldn’t It Be Nice If…’ (WIBNI) and ‘Wouldn’t It Be Awful
If…’ (WIBAI) – brainstorming to identify desirable outcomes, and obstacles to be overcome.
 Convergent techniques include the identification of hotspots (Highlighting), expressed as a list
of IWWMs (‘In What Ways Might…’), and selection in terms of ownership criteria (e.g.
problem-owner’s motivation and ability to influence it) and outlook criteria (e.g. urgency,
familiarity, stability).

1. DATA FINDING
 Gather information about the problem
 Divergent techniques include Five Ws and H (Who, Why, What, When, Where and How) and
listing of wants, sources and data: List all your information ‘wants’ as a series of question; for
each, list possible sources of answers; then follow these up and for each source, list what you
found.
 Convergent techniques again include: identifying hotspots (Highlighting); Mind-mapping to sort
and classify the information gathered; and also restating the problem in the light of your richer
understanding of it.

2. PROBLEM FINDING

 Convert a fuzzy statement of the problem into a broad statement more suitable for idea finding.
 Divergent techniques include asking ‘Why?’ etc. – the repeatable questions and Five Ws and H.
Convergent techniques include Highlighting again, reformulation of problem-statements to meet the
criteria that they contain only one problem and no criteria, and selection of the most promising
statement (but NB that the mental ‘stretching’ that the activity gives to the participants can be as
important as the actual statement chosen)

3. IDEA FINDING

 enerate as many ideas as possible.


 Divergence using any of a very wide range of idea-generating techniques. The general rules of
classical brainstorming (such as deferring judgement) are likely to under-pin all of these.
 Convergence can again involve hotspots or mind-mapping, the combining of different ideas, and
the short-listing of the most promising handful, perhaps with some thought for the more obvious
evaluation criteria, but not over-restrictively

SOLUTION FINDING
 Generate and select obvious evaluation criteria (using an expansion/contraction cycle) and
develop (which may include combining) the short-listed ideas from Idea Finding as much as
you can in the light of these criteria. Then opt for the best of these improved ideas (e.g. using
Comparison tables).

REFLECTION
 Creativity and Problem solving or CPS, refers to the use of imagination and innovation to find
solution to problems when formula or conventional processes have failed. Despite its dry definition
creative problem-solving in its application can be a lot of fun for learners and teachers alike.

Common questions

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Divergent and convergent thinking techniques together form a comprehensive approach to problem-solving and decision-making. Divergent thinking generates a wide array of ideas and possibilities, encouraging creative exploration beyond traditional limits. This is crucial for identifying innovative solutions. Convergent thinking, on the other hand, focuses on evaluating and refining these ideas to select the most viable options based on criteria like feasibility and impact. This combination allows for expansive creativity followed by focused practicality, leading to effective and innovative solutions and decisions .

Edward Paul Torrance defined four criteria of creativity: fluency, flexibility, elaboration, and originality. Fluency refers to the ability to generate numerous ideas, indicative of understanding and not just rote memory. Flexibility involves producing ideas in diverse categories and exploring problems from different angles, showing adaptability in thought processes. Elaboration involves improving and detailing ideas to enhance clarity and interest. Originality involves creating unique or novel ideas, demonstrating synthesis of information in innovative ways. Each of these criteria contributes to creative thinking by enabling the diverse and rich generation, evaluation, and application of ideas .

In a classroom setting, the principle of 'fluency' can be applied by engaging students in activities that encourage the production of numerous ideas or solutions. For example, teachers can facilitate brainstorming sessions, where students are asked to list as many ideas as possible about a topic without constraint. This not only stimulates idea generation but also helps students think beyond conventional boundaries, improving their ability to recall knowledge creatively and fostering an open-minded approach to problem-solving .

Mind-mapping during the Data Finding stage significantly enhances the organization and classification of gathered information. It facilitates visual representation of data, enabling clearer understanding and easier recall of relationships and hierarchies within the information. This method supports the identification of 'hotspots' or key areas requiring focus and allows for the re-statement of the problem with newfound insights. Mind-mapping can aid in synthesizing disparate pieces of data into coherent solutions, therefore enhancing problem-solving efficiency and effectiveness .

Edward Paul Torrance's framework has profoundly influenced modern education by emphasizing creativity as a critical component of intelligence. This framework encourages the incorporation of creativity assessments alongside traditional academic evaluations, fostering a balanced skill development that includes imaginative and innovative thinking. Schools have adopted Torrance's approach by integrating activities that enhance fluency, flexibility, elaboration, and originality in curricula, thus preparing students for complex problem-solving in diverse contexts beyond mere academic success .

The six stages of the 'Creative Problem Solving' process according to Van Gundy are: Mess Finding, Data Finding, Problem Finding, Idea Finding, Solution Finding, and Reflection. In Mess Finding, one identifies issues, challenges, or opportunities. Data Finding involves gathering relevant information. Problem Finding refines vague problem statements into actionable ones. Idea Finding generates numerous creative ideas. Solution Finding selects and refines these ideas based on evaluation criteria. Finally, Reflection examines outcomes to improve future applications. Divergent thinking is crucial for generating wide-ranging ideas during Mess, Data, and Idea Finding, while convergent thinking focuses on narrowing and selecting the best solutions during Problem and Solution Finding .

Originality is crucial in creativity as it involves producing novel and unique ideas, distinguishing truly innovative outcomes in education and professional settings. In education, it encourages students to synthesize information in new ways, fostering critical thinking and inventive solutions. In professional environments, originality leads to the development of groundbreaking products and processes, providing competitive advantages and fostering innovation. Thus, originality not only initiates progress but also inspires others to think creatively .

'Wouldn't It Be Nice If...' (WIBNI) and 'Wouldn't It Be Awful If...' (WIBAI) are brainstorming techniques used during the Mess Finding stage of Creative Problem Solving to identify potential goals and obstacles. WIBNI helps in envisioning ideal outcomes, promoting positive thinking and motivation for change. Conversely, WIBAI considers negative scenarios, highlighting potential challenges to be addressed. Together, these techniques enable a comprehensive exploration of both positive aspirations and possible difficulties, providing a balanced perspective for effective problem-solving .

The reflective aspect of the Creative Problem Solving process facilitates continuous learning and adaptation by encouraging analysis of the problem-solving outcomes and processes. Reflection allows individuals to assess what worked, what didn’t, and why. This introspection helps identify cognitive strategies and areas for improvement, promoting iterative learning. It fosters adaptability by integrating lessons from past experiences into future problem-solving endeavors, enhancing the ability to tackle new challenges more effectively .

The 'Torrance Test of Creative Thinking' challenges the traditional view that intelligence could solely be measured by IQ tests. It established that creativity is an essential component of intelligence that can be assessed and developed. This revealed that intelligence is multi-faceted, advocating for educational assessments that go beyond conventional IQ testing to include creativity evaluation. This shift allows for recognizing diverse talents and potential pathways for cognitive development in education .

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