Creativity and Learning

     “Creativity” is biological. It is adaptation and innovation, or “learning”. It is how we find within ourselves the reserve for change and novelty towards unifying with our dynamic environment. Artists are continually involved in the essence of this process. If there is one word that describes the studio method of the artist, it is evolution. Artists' works evolve. I can’t think of one great artist who doesn’t embody this process of problem solving and adaptation towards new forms of unity. Artists are unique in living almost purely within this process in free-form as individuals with internal dreams and compulsions. Therefore, they have a certain expertise in the matter. Inventors and designers would come close to this, but they remain attached to practical and utilitarian outcomes. Any other “creativity” existing in society is in relation to a system or organization, be it an environment, family or a corporation.

      We should not mystify “creativity” as an elusive principle entirely exclusive to art, because everyone is certainly capable of it. Learning and creative invention is continual and pervasive for humans, even when we sleep. Our brains are hardwired to continually scan the environment, to find pattern and anomaly, to “make sense” out of chaos, and to solve the dilemmas of complexity. Ironically, this is compelled by our desire for complacency and security. These two forces, comfort and discomfort, are in constant, dynamic tension. Educators must master their dual representation in instruction. The classroom must be both safe enough and open enough for students to take the risks that foster the creative impulse.