Presenting a compelling and clear argument in support of a particular idea is a crucial part of the research process and the learning process in general. While meeting the goal of presenting my argument, during the course, I have learned much valuable information regarding both the chosen topic and the accompanying theoretical background. By studying creativity as a property directly correlating with the scientific idea, I have gathered important knowledge from prominent philosophers, artists, scholars, and other professionals in their fields about the significance of the alternative vision. Drawing up a digital artifact and interacting with peers through a question-answer technique have given me an opportunity to formulate an idea of what virtues creativity has from the perspective of motivation for learning. Therefore, by combining the experience gained and comparing my findings, I have determined that creativity is a property that contributes to shaping non-standard views on traditional aspects and encourages discoveries and achievements in various fields.
While working on my topic, I have developed a digital artifact designed to address the interests of the youngest group of students – elementary school pupils. I have created an online page on which I have combined specific hyperlinks related to current materials to stimulate creative thinking. Such a tool may become a valuable attribute in the educational process for young students because instilling creativity in learning broadens the horizon and stimulates the use of a wide range of available skills. Gardner mentions “linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist types of intelligence,” and all of them can be a background for gaining new knowledge and skills in the learning process (31). Based on this or that argument, the student considers it from distinctive angles and draws conclusions that may differ from his or her traditional vision. This practice, in turn, allows for assessing familiar ideas and concepts in a new way and motivates continuous learning, which is one of the ultimate goals of education. Thus, my digital artifact encourages work through the independent initiative, which has a positive effect on students’ scope of vision and creativity.
Another type of assignment that has helped me assess the value of creativity in learning is interacting with peers during group practice. When responding to others’ posts, I have observed their thoughts and ideas and evaluated how they interpret specific facts and hypotheses based on their individual perceptions and accumulated experiences. However, the group form of work has allowed me to take a better look at the mechanism of team creativity and the outcomes of such work achieved through collective efforts. Such a task corresponds to Kaufman and Sternberg’s ideas about the variability in the views of different participants on the same issue – “the study of the same object by representatives of various scientific directions” (203). We have learned to reach consensus by combining each member’s personal ideas and identifying new facets of familiar phenomena, thereby honing our creativity. With regard to the strength of the argument achieved through collaboration, the collective activity has become a catalyst for the emergence of different ideas and, therefore, new perspectives on the topics covered. As a result, we all have assessed the value of creativity in the learning process.
When carrying out the aforementioned tasks, I sought to identify a direct interaction between creativity as a property that expands the understanding of traditional views and the likelihood of finding new forms of mind training. While following the concepts of prominent thinkers, scholars, artists, and other representatives of the creative and scientific intelligentsia, I found one pattern. All of them insisted that a new way of looking at things could transform the vision. In his work, Kurzweil analyzes the views of Albert Einstein, the outstanding physicist and author of numerous scientific developments, on the idea of creativity (116). Kurzweil cites the position that the metaphorical nature of Einstein’s consciousness was one of his strengths, which allowed him to imagine the world differently than most other people (116). Such an argument is valid because, given the contribution of the German physicist to world science, one can assume that his thought process can hardly be called traditional. Flexibility, complemented by imagination and motivation to learn, is a valuable attribute of the human psyche. Therefore, from the perspective of influencing the learning and research processes, this property largely reflects the importance of creativity.
The analysis of the topic raised has allowed me to hone my skills not only in research practice but also in academic discipline. While considering the findings of different authors and comparing their views on the concept of creativity, I learned to clearly formulate my intermediate goals. This experience was critical for me because, at the beginning of the course, it was hard for me to identify the optimal learning regimen to assimilate theoretical information and work in a practical area. Creativity, in this case, acted as an important auxiliary tool. Identifying my work with that of outstanding artists and scholars, I wanted to reveal the essence of a creative look at traditional and everyday phenomena. As a result, by deliberately transforming my vision, I have figured out that, despite my current knowledge, I always have more opportunities to replenish my academic background through new, alternative routes. By interacting with peers and studying learning materials, I have managed to integrate theoretical concepts into my practice, thereby offering a valid rationale for specific hypotheses and assumptions. Ultimately, I have realized the essence of discipline and its role in achieving research objectives.
When summing up the work done, I can say that I have worked much to prove the argument about the role of creativity in cognition and the correlation of this phenomenon with shaping non-traditional approaches to research and learning. Due to the completed assignments, I have managed to develop and substantiate my conclusions regarding the value of diverse views on educational outcomes and scientific activity in general. Course readings and additional resources on eminent artists and scientists have helped me emphasize the value of metaphorical thinking. The flexibility of vision, as a property acquired through practice, is a necessary tool in obtaining new knowledge and skills. This approach motivates new discoveries and stimulates active learning. The group activity has become an additional factor that made it possible to prove the value of diverse views on the same issues and compare different people’s positions. In addition, I have managed to create a potentially valuable digital artifact to help young students develop creative thinking skills. Thus, I believe that the completed course has become an important stage for me on the way to improving both my professional competencies and personal growth.
Works Cited
Gardner, Howard E. Creating Minds: An Anatomy of Creativity Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. Basic Books, 2011.
Kaufman, James C. and Robert J. Sternberg. The Cambridge Handbook of Creativity. 2nd ed., Cambridge University Press, 2019.
Kurzweil, Ray. How to Create a Mind: The Secret of Human Thought Revealed. Viking Penguin, 2012.