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cross-linking articles creativity

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wgroeneveld 2019-10-11 15:32:22 +02:00
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content/post/creative-cognitive-processes.md
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@ -109,7 +109,7 @@ if(state.CanEmployeeInteractWith()) { // yes!
}
```
In essence, you are drawing on your Java knowledge to enhance your C# code. You could also enhance C `struct`s with function pointers to emulate objects.
In essence, you are drawing on your Java knowledge to enhance your C# code. I wrote [an article about this](/post/faking-domain-logic/) a few years ago. You could also enhance C `struct`s with function pointers to emulate objects, as [explained in this blog post](/post/domain-driven-design-in-c/).
**Combining dissimilar concepts into a new idea**:
@ -130,7 +130,7 @@ But in the end, your boss expects you to implement that piece of functionality,
> ##### 6. _Flow_ (automatic, effortless, state-of-mind)
During interviews conducted by A. Miller, people frequently mentioned that they 'get ideas when relaxed'. What they are referring to is the state of _flow_ in which everything seemingly is done without any effort. A lot of psychological research has been dedicated to this topic, and it is a bit less interesting compared to other cognitive processes because it is very hard to pinpoint.
During interviews conducted by A. Miller, people frequently mentioned that they 'get ideas when relaxed'. What they are referring to is the state of _flow_ in which everything seemingly is done without any effort. A lot of psychological research has been dedicated to this topic, and it is a bit less interesting compared to other cognitive processes because it is very hard to pinpoint - and because it's a bit too far from my core research.
### But what about Creative Problem Solving?
@ -148,9 +148,9 @@ It has yet to be investigated whether the teaching of artful creative coding wil
### To Conclude...
People are not born creative. It takes a lot of hard work, on both the knowledge (expertise in area/domain, creativity skills) and personal skills (self-motivation, brilliance, personality) sides. But this does prove that _creativity_, however it is defined, is **learnable** (and thus, also teachable, hopefully). However, it is only relevant to teach/learn creativity within the context of the domain: _creativity is domain-specific_[^baer]. This is true for each part of the Componential model:
People are not born creative. It takes a lot of hard work, on both the knowledge (expertise in area/domain, creativity skills) and personal skills (self-motivation, brilliance, personality) sides. But this does prove that _creativity_, however it is defined, is **learnable** (and thus hopefully also teachable). However, it is only relevant to teach/learn creativity within the context of the domain: _creativity is domain-specific_[^baer]. This is true for each part of the Componential model:
1. **Expertise** is domain-specific by nature. Knowledge about bread baking and fermentation does not really help me solve problems in source code, and knowledge about design patterns does not help me bake a better bread. Baer even postulated that the question should not be _"are you creative?"_ but rather _"are you an expert?"_[^baer]
1. **Expertise** is domain-specific by nature. Knowledge about bread baking and fermentation does not really help me solve problems in source code, and knowledge about design patterns does not help me bake a better bread. Baer even postulated that the question should not be _"are you creative?"_ but rather _"are you an expert?"_[^baer]. I wonder whether this might mean that the expertise component has a bigger influence on creativity than the others.
2. **Motivation** is domain-specific. My enthousiasm for weeding the garden and planting and harvesting onions does not really help me when my motivation for fixing a bug in software is low. Motivation is not transferrable.
3. **Creative Thinking Skills** are domain-specific. Even if _perspective-taking_ or _imagery_ could be applied to all kinds of problems, some domains prefer some creative skills more than others. You also cannot learn 'analogical thinking' without giving domain-specific examples. When applying _perspective-taking_ in bread baking, I might compare rye and wheat bread recipes, or try to combine those. The actions I take are entirely different than when looking at code in another way.