"When Einstein is thinking he could not describe to anyone in words what’s going on in his mind. And if you press too hard, nothing comes of it." (John Cleese). | The state of mind needed for creativity cultivation seems at odds with the timetabled institution of schooling. Thoughts on creativity from those considered to be most creative suggest a more meandering, contemplative and playful style of thinking is needed, rather than one focused on a solution outcome. John Cleese’s play and defer explanation of the highly creative mind, being able to playfully immerse oneself in a problem whilst tolerating the discomfort of delayed decision-making for as long as possible speaks of ‘the intelligent unconscious’ which keeps attending to the baking and improvement of ideas when one is not really thinking of them. Guy Claxton, the author of Hare Brain, Tortoise Mind, says there are two kinds of thinking: one dependent on reason and logic, and one that’s less purposeful, it’s more playful, leisurely, and dreamy. In this mode, we are mulling things over, almost meditative, pondering a problem versus earnestly trying to solve it. |
How do we make use of this notion of delayed decision-making with our students to generate ideas? And, most importantly, how do we distinguish it from procrastination?