Okay colleagues, so we start the second
part of the of the Research Summit and the second part the way sort of imagine
is that we spent the morning talking about the creativity in our classroom in
our own understanding and now the point is well now the point is to apply it a
bit right so what we have now here will be second second panel this panel will
be about creativity about Sigma let me call it theories of creativity
creativity in general kind of to summarize what we learn however what is
equally important that after this panel we have three important workshops not
workshops collaborative why are they important they are important because and
let me just come back to the theme of the grant that when we were coming with
this idea to NSF they indicated those three are the most important issues of
creativity that we are interested ok and what were the three the three are first
they mentioned this attempt to create the bridge between creativity in our
classes and creativity needed in the in industry ok that is the theme of the
collaborative six then the second was the question of under-representation of
women and this is a very sort of well it’s in some ways it is very painful
questions simply because where I come from I come from Poland from the sixties
there was not the case I mean we were just very very very women and men and
the physics and mathematics and nor had any problems with them so this is
important this is important to to deal with it and I think that in my eyes this
is one of the solvable problems this is not unsolvable problem
the under-representation of women I would like people to really think about
it from that perspective of course a lot we talk about it but the question is
well what is the past what is the past that we can really eliminate this which
I find on sensical comparison right and the third part is well how do we
actually facilitate creativity in the classroom this is the collaborative
collaborative five right collab collaborative discussion with women is
collaborative four and five is facilitation of creativity and aha
moments and the classroom and the six is precisely the question of how to find a
smooth pathway between our stem classroom and the industry so I would
like to invite first here that the panelists and Dr. Kyung Hee Kim right and come
on come on and person a colleague who will be
mentoring advice Dr. Stoyanova-Kennedy and myself so this is like a
well panel to and after panel we have a coffee and then I would like really get
into this important discussions on those three problems I’m very pleased today to
meet you all but this very moment to present two presenters introduce two
presenters the first one is K. H. Kim she comes she’s
a professor of educational psychology at the University at the College of William
and Mary and she has written an article the creativity crisis in America in 2010
published in Newsweek after which she said that she had to hide for about
three months from journalist and as a response to this article she has
published a book in 2016 titled “The Creativity Challenge: How we can
recapture American innovation.” In addition, she was telling me earlier that
she has a so called CQ test similar to analogous to IQ but this is for
measuring creativity it’s an online test that use eye tracking camera and maybe
she can tell you more about this so she has presentation that she doing in a
while the second presenter is dr. Branislav charnota who is sorry who is
also the one of the organizers of this conference so he is also host here he
has been working on creativity with his colleagues for a while as far as I know
he has published with a group of other contributors in 2016 write a book called
creative the creative enterprise of mathematics teaching research and he has
an idea which is still in ink you in the incubation stage about creating teaching
Research Institute which is which would be a CUNY widest it so hopefully
colleagues me including will will help him to realize this idea it was
published on on this week in 2010 was a creative crisis in America so I
discovered based on the Torrens test of a creative a thinking skills using like
Orma the 300,000 people in America since 1958 up to 2008 so I
found that American American creativity has been decreasing since I mean since
1990s so there was a article net so after that um as a solution I finished
the book that is like 2016 okay so then we have to talk about what is creativity
in what is innovation so I make mistakes all the time so this is and so you
thought I did the intentional right so which is unique people don’t do that so
I did it’s unique is it useful actually it’s useful to me right now
because I can explain unique and useful concept of a unique unique and useful
right so but it is useful to me only for me it so one person well it’s um if
uniqueness is useful to a lot of people it becomes what big see I call it pick I
pick innovation so only hear somebody talk about small see and big searing
small creativity creativity but I call it small innovation big innovation so so
creativity is that a process of making something unique and useful so
creativity like look at these seeds on some idea right ideas and then Oh after
we make unique and useful it become innovation it becomes like small
innovation like arranging to peak innovation so big innovation is useful
to a lot of people like Nobel prize-winning and the result the
successful dessert easy innovation okay how so creative thinking skills I call
it ion thinking skills so as a earlier I talked about the basis of a creative
thinking it’s inbox expertise so you don’t have to be good at a lot of things
you could at this one thing specifically inbox narrow inbox and then or to build
expertise you learn a lot knowledge and you understand the comprehension and
also you have to apply what you have learned into real world situation okay
so building inbox expertise so based on my or my 30 years of research on
creativity and the innovators I found that they started all like this
curiosity by playful introduction somebody introduced a specific topic
really in a playful way pon pon way then after their interest by example in
application you show a lot of examples and real world applications
hands-on activities like that then big inspiration by something Oh like or by
somebody like role models anyway I’m not I can’t pronounce L R I can’t
differentiate between L R so if you can’t understand this you should think
about oh it’s R or else which like a election
erection so so and then after they’re so you are really inspired by something
someone that you hope to buy it then it’s a self exploration it means you
read your research so you get a lot of more knowledge then
sir fear because he is a different from self confidence self confidence is a I’m
smart I’m good I’m handsome I’m pretty I said but because he’s more
specific well I’m good at what I’m good at
something I’m good at creativity I know a lot about something pretty specific
right so in then after you read a lot about the topic and then you know a lot
about it so you become self confident about specific topic and then so once
you coulda did you you know a lot then you become that is a passion a lot of
people say well you have to find your passion but you don’t find your passion
you’ll find interests but you develop into your passion right so once you once
it becomes your passion you become persistent because your passion so
that’s how you become expert okay Steve Jobs oh it’s a Steve Jobs died in
alized Steve Jobs in October oh and for today when he was a 16 7
years old one of his neighbors Larry right Larry
Laing gave him carbon microphone oh did not have a end any amplifier but it may
doesn’t sound so like somehow the way he showed to Steve Jobs was really
interesting fun right and then so then he he got curious about it and then
later he also gave him like ham radio circuit board kids and then so he was
took apart a lot of things and then together assemble together they put it
together so he did a lot of danger radio or TV a lot in in in real life right and
then he made that too and then after that oh when he when he visited the HP
he repair company oh he was it one of them a student member for HP it’s plural
club so that’s for high school students he when he was in high school
no earlier nine years old he visited the HP and then he sort of finds the
computer desktop computer in the world and then he was really like shocked I
was really inspired the hope since then he did a lot of like reading research
and homebrew Computer Club he so in the net finally he met Steve Wozniak and
then they made this blue box illegal blue box illegal to hat on AT&T long
distance core company so it means you can make of phone calls of free free so
in that he they made a blue box they sold it after their that they become
like wow we can do this we can make electronics in the we can sell we can
make money so that’s how their partnership started based on their what
they have done and then it becomes their passion and then they of course in the
persistent and that’s how they become expert on that and then are attached at
six years old when he was a six years old his father gave him a compass with a
really fun story and then he got really curious and then finally and his mom
taught violin right and it’s fun way then Oh up there his uncle Chico was an
inventor he patented a lot of product mmm what is it like circuit breakers
mirrors and you know Tracy he invented and then he actually showed so I mean
the real-life example he saw that and then so his uncle to do demos to change
the entire meaning cities are catalyzed into electronic like light portable and
then at the same time he got this timely or timely max timing it was medical 20
years old a medical student who visited I was trying to house every Thursday for
five years from 10 years old to 15 so he really he was a role model and also he
was mentoring every week he gave him a lot of
science books and then later days discussed hola so after day so he read a
lot and then also I just I needed a thought experiment or also alone then he
was a confident in the passion okay so then Oh
if you become if you become expert you know a lot about one topic right and
then without or out box thinking our box imagination you become boring and the
board technician so and or if you know too much that limit or your imagination
or so then oh it doesn’t work we have been doing that forever right we can
change that like that so so why we are developing this expertise we also have
to focus and decide our parks the imagination also but so so many people
decode is the I’ll pass the imagination over our robot box thinking or divergent
thinking as a creative of thinking most people think like that but no it’s just
a part of a creative of thinking a part of a creative of thinking but important
so just like our own ok I used to grow my my parents grow apple trees so I know
but so oh when it’s a our box imagination about thinking consists of
fluency flexibility originality and then so you think about what if for what you
put like or something not possible what if our you imagine a lot and then I
can’t really I can’t you talk so it’s like blooming so image when you want to
get do you so I mean I’ll pass the invitation asking do you question and
then trying to find the unique answers so you find the new problem and then
finding new answers right and then so you need to or generate a lot of ideas
so that’s why I compared to this blooming blooming a lot of blooming like
spontaneously like blooming a lot of flowers so you get ideas without
thinking without judgment you it try to general
ideas okay and then after that after you got a lot of ideas where I sometimes aha
moment happen to also when you generate a lot of ideas and then you because you
are thinking about it a lot and then you take a break and then sometimes your
subconscious is just still working for you
and that’s how your jamón want happened but after aha moments you have to verify
whether it works or not so that is a critical thinking so it is
also based on inbox expertise also so it means all our past imagination all
creative thinking is it based on your inbox expertise at least how many years
ten years so it’s you have to have one like so it means you have to express it
in one specific area before you have a box imagination so in the inbox critical
thinking I look at as like a prunie there are a lot of 800 blooms right if
you leave all this balloons then what happened you have too many efforts
so then useless it’s a you can’t you have really small small apples it is
really not a good appetite also it you have to trim out so that’s an initiative
evaluation um so and after there so you make it useful so using our parks
imagination you make the idea really unique unique ideas you generate and
then after that using inbox critical thinking you make the unique ideas
really useful so first the unique uniqueness unique
ideas by our past imagination and then useful ideas page after inbox critical
thinking so and then the last level stage is a new box connection so it is
you connecting so a lot of people say connecting that the creativity is the
connecting that or connecting totally unrelated things together or connecting
to different area math and science together or science and the music
together like Einstein so it’s a connection and then so if there
is a synthesis you synthesize like the unique and useful elements or report or
stage right before you got this unique and useful elements and then you
synthesize and then we’ll refine it that how innovation happens okay I talked
about earlier gifted education so I told you choosing students with the IQ and
the test scores right so then most of these are Romanian students missed and
also confirming behavior identified as gifted so ignored in student that is
sort of a needed nonconformist risk-takers and the outboxed encouraged
and student who are strong in story interest in eight topic so they are not
encrypted a program okay so tested scent I call it pesto
century education so my article creative crisis I just updated the creative
crisis Aida using 2017 data since it is under review
right now so I found that the creative crisis is going even worse even worse
because of this test eccentric education because the teachers are focused on who
because original No Child Left Behind the original intention was worth to
close capital put a poor and the rich however if we’re students a passion rate
based on student the passing rate or teacher diluted job right or what it
gets opponents like that so only they these teachers are focused on who the
passing score a cut rain cut of the school so the student who I write below
the cutoff score so in this teacher the ignore Center who are up here so entry
down there so in that so it’s a cab is even bigger bigger and at the same time
because we are focused on yes the supports and so the pestle
sequoia strength over what asian asian countries don’t do if you look at
international tested sequoia who are the top Asian students that’s their
strengths but America’s strength is worth creativity and innovation so it
means this the No Child Left Behind is we’re focusing on weakness America is a
weakness because they are focused on America and we recognize that which is a
test score and then they lose their strengths creativity they lose the
creativity so and then so ok give to the program what has trains in education
they are really focus on because a lot of pistol in order to get better scores
on tests tests you have to focus on knowledge and comprehension right you
have to memorize a lot so but you don’t have an opportunity the application so
that way it’s harder to develop an expertise in in a topic then of course
no outbox imagination no time all the teachers whenever I have this speak a
speaking engagement the teachers say that’s the team we don’t have time for
creativity there’s no time right so no no impacts imagination don’t do both
connections so then I am thinking oh then this critical thinking is how we
can foster this creative thinking then it is a from the attitude of people’s
personality the attitude so I call a forest attitude so okay there are four
attitudes so the first is you son editors so these attitudes encouraging
outbox the imagination or optimistic and then pick picture thinking curious play
for spontaneous and as Eddie right so you can’t be serious you have to be
playful right so though that helps with the
outbox the imagination and the inbox expert either from stone editors are
independent self discipline the so I got this
orders attitudes based on the meta-analysis of war you
resisting our creativity research since 1965 and then I summarized like this so
independent in the self-disciplined little isn’t I told you earlier self
every culture is not self-confident self-confident it doesn’t does not
predict to your achievement or success self-efficacy does so risk-taking and
the persistent so oh okay when they critical thinking from soil edit to do
open-minded so you delay your chose event so you that open because I have to
explain because if I ask you I open minded then 100 percent papers I am
open-minded but it’s not like oh by cultural so even you don’t have to live
it in another country but in your home home you can have a true culture right
my my dad is from here from there like a totally different culture and then
mentored so always that there was at least one mentor his successful
innovators at least one mentor or does Nobel Prize winners I looked into low
very Prize winners in science all of them had at least at least one mentor
who was a previous Nobel Prize winner so they got this shortcut right so and
then a complete seeking so I mean it you can’t so okay instead of a thinking
black and white right or wrong a lot of I think Disney movie if you look at Snow
White Cinderella there are always good people pair two people right so that’s
not good it’s okay the complexity king means like a more like a crazy thinking
not black or black or white or good or bad it’s always you know people can be
bad all and good and sometimes dependable situation right and they’re
resourceful is a really important way okay and then the last one is an
emotional now in this culture like a special man are not to be emotional I
don’t know but in Asian cultures like that but so what innovator the more
emotional and compassionate empathetic and
compassionate and self-reflective you think so you need a long time this is
all over a long time self-reflective autonomous autonomous more like
intrinsic motivation I’m talking about like you do something because you like
it and then they dreaming fantasizing daydreaming and then nonconforming
earlier I talked about non-conforming race gender bias free and the defiant
okay so and the last one is this voice climbing so then how do we get this
avoids attitude how can you get creative attitude that’s from climate cultures
societies parenting schooling like they’re supposed climates so so I call
it cats why it can’t be good climates editor thinking’s good so the first one
is the outbox administration for inspiring in color including some
climbing right so encourage curiosity I did earlier encourage curiosity interest
in stem so what you can you know you can give a lot of playful introduction like
to a topic to topics and you really you give a real-world examples right and all
applications and they also inspire a big dreams big dreams like you even though
unrealistic right like earlier you need to have like big and then second on its
all stone climbing high expectation holding challenging so earlier we talked
about building expertise in stem in stem one area not not trying to be good at a
lot of things on one area and then daily effort is very important that you work
on it every day even though it’s a 10 minutes 20 minutes work on you every day
a way and also another thing is like a writer it’s write make a you want to be
perfect writing like and then you you are like improving the write what you
wrote again again again then it doesn’t work so you just produce produce produce
which means that we have to focus on quantity more than quality and then
either you have more quantity quantity quantity quality
also so it’s innovators in history they’ii produce more the rainwater and
other people is a sniffle so he produces way more than other other people and
then one of them becomes recognized as an innovation so it means the quantity
is really important and then i think the failure to honest feedback in our Asian
countries it’s a easy to keep a feedback to students okay you’re not good at this
you have to do this that’s right they appreciate and indeed I’m a professor in
culture we learn marionette if I give feedback they cry it was they attacked
our students do they cry and cry when I never got feedback like this it’s like
brutally honest to feedback so innovators successful innovators a sick
brutally honest to feed when the earlier they are like from the from the
beginning they could like they’re doing speed as they have to practice to get
like a actually accurate feedback and and also they learned it’s okay to fail
early okay and then all first a complete thinking I did only record not a plague
and white thinking in the cross-pollinate so it’s a cross
pollination is really important it’s more than collaboration collaboration is
you have a same goal gol and then you work together but
cross-pollination happened in informally also like in silico Silicon Valley it
happens a lot so after they finish work and they go for drink beer then they
happen to taco what they did today and they all said oh that’s interesting so I
so they connect to each other like what my idea you are idea even totally pay a
tweak to their different work and then so so correspondent is instead of
focusing on your weakness you Odin you of you have to focus on just one thing
and then you work with others who have who can compensate your weakness right
so so so you work with the other just strength so a lot of people think like
Einstein did all alone so miss Einstein is a genius but that’s
not true with he’s a friend you couldn’t have done
anything without first girlfriend the first wife he couldn’t have done
anything so either you should work with your girlfriend or a wife or you have
there was somebody who can like who can maximize your strengths and compensate
your weakness right and then also was the innovators who worked with the non
peers I don’t know why bits Lampeter I can’t say I don’t know because it’s a it
gives a different perspective it’s not peers right so they had they worked with
the NAMM peers and they had mentors and then also okay we focus on stem stem
same today but if we are focused on the stem stem stem or in math math math that
doesn’t work you are in mass then you need to work with somebody who is not in
math in science like that so you connected so creativity that is a new
box connections right so totally unrelated things the area that you need
to connect so you have to work with somebody with another area or like if
it’s and then also like not just inside the stem outside of stem also because oh
I got Steve Jobs it’s a way he connected the between technology and what people
say art right aesthetics art okay and then I’ll pass the mediation the last
approximation deep and fully thinking so it means that you need a long time alone
so nowadays children are really stimulate stimulate they have a lot of
activities right so they don’t have a long times and there is no creativity so
and then also foster nonconformity you have to act different
so like this different mismatching shoots right there are many other ways
and telling the authorities the most important challenges the status quo in
stem but you can challenge the theory like although the rules ro law all right
you see I probably are there so there so you need to do that then this is the
last one me okay what is IQ
i q what is your IQ what is your IQ is why did you IQ means
like 100 120 so in the future we will ask you what is your CQ not IQ because
in the future there are a lot of future problems right
future problems are solved by existing answers no there is we have two about
new answers new unique and surgery so then it’s important to measure your
creativity creativity quotient creativity quotient it is C Q and then
we are measured in climates editor thinking it all over days using you have
you ever heard about todos test tolerance test okay so dr. Torrance
passed away we hit the father of a creativity in the world his reign oh so
he his test is the taurons test of a creative thinking skills worldwide
famous and he it has been translated into 40 different countries but the
problem is it was developed in nineteen nineteen fifty-eight it’s a two ordens
it’s a Cooney paper/pencil test so I made it it’s video computer programmers
so I said earlier to biotechnology patent right so one of these is the
online eye tracking camera so using online I took in cameras I can tell you
in box tinker our pal thinker critical thinker like there so you can contact me
later CQ thank you
and now I’m going to ask professor not sure what is what is creativity I titled
my part of this panel creativity of the gifted and the creativity of the rank
and file I like this phrase rank and file because it conveys certain I don’t
know how to say it something very down to ground life
walking in life one after another there is a file it’s an old expression but it
really talks about people who are normal normal people ok what I want to connect
to what dr. Kim was saying first I have to establish that there is some
similarity but not much in fact in many respects we differ very much on the very
basic questions however I found in encase paper a very interesting
statement about precisely in this paper she wrote about lowering creativity in
the stage right there’s a very important paper in which she was able to show that
indeed starting from 1990 creativity was slowly falling down till 2008 2010 and
that serious right so talking about those students who are falling out who
are going through the cracks she says such students may only be aware of their
potential book creative productivity and the intrinsic rewards derived from the
act of creating once they were placed in vironment that encourages creativity
right so she is pointing out that all those people that sort of follow out
from the from the from the creative test all those people that are coming out of
drop out of schools they are creative they are creative but they don’t get in
touch with their own creativity and what is interesting form is that it is
exactly similar conclusion that one of our colleagues
reach at the early stages of our work she was writing dr. crab who who was in
our teaching research team of the Bronx she discovered that creativity in
teaching remedial mathematics is teaching gifted students how to access
their own giftedness so in other words the discussion that we often have in our
classroom about our classroom switches a bit from the requirement of from the you
know from the cognitive aspect the problem is not in cognition she used to
say to us the problem is in motivation the problem
is the student just don’t want to not that they are stupid not that they
cannot they simply don’t want to add the idea that she had was well the only way
to to change to change the situation is creativity because creativity seems to
have an extremely strong motivation part okay and that is where is the common
aspects between what Jerry stokka is talking and me because in many respects
I am going slightly different way and I want to say that our efforts turned
toward the creativity precisely to answer the question how to do it how to
facilitate our student awareness of their own creative potential how to
facilitate how to make them aware of it right and that’s where the creativity of
aha moment came right because aha moment is noticeable right a hand moment comes
with extremely strong positive emotion right and a ha moment can bring the
student out of the slum into a very very very hostess a high level of
understanding within a second right within a second of the moment of insight
yes and they are quite common in our classes belong to the experience of
anyone more or less and we are emphasizing commonality of our hormones
precisely because that gives us a tool not only for people who are creative
but for all people because aha moments is experienced by everyone essentially
whenever I am coming to my classroom and I ask about a moment that hands after
they understand what I am talking about the hands rise of course we know it
right we know this moment when suddenly everything become clear and we are happy
right so where is the problem the problem is that when people are talking
about giftedness at at present right the giftedness is measured by you know
SAT results and by IQ and all those things right which which which seems to
eliminate our students right well how come well because they are not in touch
with their own creativity has nothing to do with the with the help you call it
intelligence tears and dust that seems to me irrelevant what is relevant is to
be in touch with it then once we are in touch we just fly there is no problem
seems to me okay so in other words what we are talking about we are talking
about finding what is called creativity of all creativity that every person
independently was a term gifted or not gifted can participate and do it and and
and and be happy with it right so that’s why our our sort of our attention went
to the work of art or tesslar there is a brother old war called the act of
creation from 1964 in which he is very clearly specifies what is this aha
moment which he calls by association by association is a spontaneous leap of
insight which connects previously unconnected frames of reference and he
also tells us that he has coined the term by association in order to make the
distinction between the two routine skills of thinking on a single
plane as it were and the creative act which always operates on more than one
plane in other words creative art has a dual nature as a
cognitive has a has a cognitive nature by sudden leap of understanding and has
effective nature by illumination of routine hobbies of thinking and feeling
about mathematics and feeling good about mathematics of science I am referring to
the distinction between the routine skill of thinking and creativity that
appears in contemporary research very strongly in engineering in mathematics
and elites castle to the analysis of the relationship between between them effect
and creativity and what he says is that the creative act is the act of
liberation the defeat of habit by originality so in other words he sees
and all of us also see it that aha moment has incredibly strong power to to
to break in our cases what we need is negative thinking of students about
mathematics and this happens so on my part sort of like very important idea is
well what could be some things I call a happy dagger what does he mean a happy
dagger well a happy dagger is a pedagogy that is based that is geared towards the
facilitation of aha moment and in such a way that at the same time in the class
we can take advantage of one or two and push the discussion much smarter because
it’s already introduced the fact that cognitive act has such a dual nature of
cognition / noted by social creative act has a dual nature it was noticed before
in fact that is very important colleague of ours Peter Lilia Dahl and his whole
dissertation was actually spent on showing that indeed aha moment is
accompanied first and foremost by positive effects I differ with him about
that a bit because he seems to see that there is only positive effect he doesn’t
see any mathematical changes great changes of course there are right
because what aha moment does and I will come to a definition
again for a minute what it does it connects it connects separate components
right so in other words once it connects it builds a larger scheme of thinking
which is a very mathematically important fact right how do we develop concepts
right they grow right and they make the connection right and ultimately the the
easeness of thinking is the easiness to move along with the network of concepts
right conceptual network within the schema is the power of student discovery
brought by the inside of the eureka moment can bring student understanding
to much higher conceptual level which i will hope to discuss in collaborative
five soon so the question comes is a really creativity don’t we overuse the
term that should in reality be applied to the novel creativity of mature
mathematicians scientists and so on and this relates to what a Jerry Goldie was
talking about Big C creativity in small C creativity right and the question is
to what degree one can consider new students understanding of standard
mathematical facts brought forth by the moment of Versailles as a creativity and
this is very much debated and that’s why this idea of capital C and small C came
about because people started noticing that it is not the question of a you
know genius but it is a question simply of creativity of every one of us right
namely in such a way that even if even if the new idea that the student or
learning is getting is not new to the social environment it is as wrong as it
is new to him or her just created so maybe let’s establish that right that
there is a most objective creative as people talk and subjective creativity
the creativity of the power of the person itself independently of what
impact does it make on the society and so on and I think that in our classes is
extremely important to emphasize that creativity right because it’s not the
issue as a rule that a Nobel Prize scheme likes to say but it is the issue
of that moment of that process of that experience and my hope is that by
accumulating that experience one can really develop a way of thinking for
students and ours which was very very far let me just say that again it is not
so much it is being recognized but not by too many people right among
mathematicians who were able to observe their own thinking we don’t have many
names we have one car a we have Einstein and we have atom art atom artists who
told us that between the work of the student that tries to solve a problem in
geometry or a draw and the work of invention of a mathematician one can say
there is only the difference in degree there is no difference in the nature of
the process and that means that what our students experience in our classroom and
we can facilitate this moment the experience exactly the same what
Einstein experienced when he was thinking
for example about sitting on the on the on the electromagnetic wave we’re moving
with it with a constant with the light velocity and gentlest I’m just moving up
and down I’m not moving forward just up and down
right and that was this big aha moment for humans that led him to the whole
general relativity and so on just returning for a minute and I will be
finishing I would like to return for a minute to the castor definition because
its formulation gives us a hint where and how to facilitate student creativity
he says again by association is a spontaneous leap of insight which
connects previously unconnected frames of reference we see that the gap in
understanding the absence of the connection is necessary for that moment
so in other words we should look creativity for where people don’t
understand something not when they do right so in other words what I wanna say
said such a gap is often created by student misconception right so there is
a very concrete a gap between the mathematical reality and student
misconception about that right and it is precisely in eliminating those
misconception of students that aha moments turns out to be extremely
extremely useful why precisely because because of the absence of understanding
but this absence of understanding is not too big I mean it depends on how big is
the gap right and the whole goal of a teacher in the classroom is to lead
students to scaffold student as understanding in such a way that at some
point there is enough space for the student to make his own qualitative jump
of the insight right but we can do it we can ask questions we can listen to what
children answer we can ask another question and in fact it is in this
process of of interaction with the student what sometimes happened it
happens that one can have aha moment to better student and mentor it’s very
interesting what we observed once right that’s well I we described it but it’s
very important that and it comes more and more often in our panel number one
people were talking about the intimacy of the experience people were talking
about that it comes when I am interacting with the student and this
act of interaction is precisely the creation of what we call by societal
system which allows for such things to to occur just one more sentence because
it’s important I want to say that in fact is thanks to work of Professor
Baker that we were able we were able to make the connection between creativity
and theories of learning theory of learning and that gives us gives us a
tool how to assess the depth of understanding reached by a person during
the in moment if we make connection with what
is known about schema development of thinking we can quite precisely say AHA
that was as as big as that aha it was as big as that so there are ways
of measuring creativity which has totally non non non in in invasive not
invasive that is to say we don’t do anything to the student or Auto tie his
his or her thinking to the habit no we measure understanding itself gives us a
tool very important tool for the classroom that’s all thank you thank you so we heard some rather long definitions
on creativity from our two presenters and now I’d like to ask of your
questions each one of them and would like to have your short answers so that
we can open the discussion to our audience and have questions from them as
well so my first question is about the difference between creative thinking and
what I would label now ordinary thinking and learning possesses to understand is
to invent so what’s the difference between creative thinking and the
thinking that we are engaged every every day and virtually every minutes when we
are trying to understand something or we are grappling with something we are
trying to understand something we use it on the early stages of acknowledgement
knowledge and comprehension so I mean we use your inbox thinking in boxes
thinking in box thinking skill / creative thinking and then we when we
are trying to solve some problem then we are using out box the imagination of a
critical thinking skills so even we in daily life we have a lot of problem we
have to solve every day so we used a lot of box thinking imagination though so
even though it’s not it doesn’t reach reach to peak innovation pick.i but
there were a lot of small I small innovation a daily life so you’re saying
that we do have like our if I call it ordinary thinking has different
components yes critical thinking but it is not like the full package you go home
tonight and then you want you’re hungry you want to cook something then you
don’t follow you just used whatever you have in your
refrigerator you make something new and then it’s really you say you’re fair or
family members say it’s really good and it’s useful to three people four people
right so it’s a unique because there’s no recipe you made out of a recipe to
unique and useful so it’s all small innovations more I okay thank you
I agree to a large degree I would phrase it in a different way in the language
that I am thinking about is a routine thinking and creative thinking and that
comes in literature very very often right when we what what what Kay was
talking to follow the prescription how to cook right there is it’s a routine
thinking you read you understand and you do write on the other hand when you take
all those things from the refrigerator and do something different you don’t
follow a recipe you do something else so in a very simple way I would say that
the difference is one is more automatic one is more prescribed like was
catalysis along one plane the other one is at least two planes at least
something new when cooks right doesn’t have the recipe so takes this takes this
tries it right cooks as something more and so on and all right all of this
together really says there is no any prescription it comes on a moment so
just how I would talk about the difference the routine versus creative
right no-nobody routine thinking normally uses the inbox thinking and so
yeah when you want to serve a new problem or something making us to try to
make us something new you use the outbox imagination okay thanks maybe we’ll hear
more from the audience a little bit later I’m moving to the to the next
question yeah you had a question yeah well yeah I have a few more
questions to our panelists and then we can ask the audience is there a place
for hard work and effort in creativity or does creativity exclusively rely on
sudden insights I think both of you spoke so there is no like no sudden
insight out of blue means it has to be based on at least 10 years of inbox
expertise for peak innovation so there must be a lot of effort how to how to
work or to become an expert so thank you yeah so on this aspect I differ I did
not a very strongly from Kay how do I did you see I don’t think 10 years never
I would never go into into any profession that I know that they would
take 10 years to become a expert and also I am not sure what the expertise is
really necessary for creativity I am Not sure at all and I have doubt about that
because we know the more expertise we have the less freedom from the for the
for the unexpected right to have expertise it means to follow certain
procedures certain prescriptions right but creativity in contradiction with
following certain prescription in box so if you just use the inbox expert its
impact thinking you become boring and the board technician and then but also
if you only use the outbox imagination you become frustrated a dream I agree I
agree but that means you see what what was passing also during our discussion
before namely that a social role it seems to me and that’s why I put it even
into the title of the collaborative six the social role is
I see to find what is the right balance between what you call out box and in box
what I call creative and routine thinking and I would say strongly from
engineering comes what is the balance between creative problem solving and the
routine problem solving in our in our classes here our attention here identified as expertise and imagination
so maybe we can talk a little bit it is not my opinion it’s based on research
results it’s not my own opinion okay my next question is about the
differentiation that some people make between creativity of professional
scientists and mathematicians and engineers and students yeah school so
after like about thinking about the imagination we need the critical
thinking right however critical thinking requires abstract thinking also
but abstract thinking formed teenagers your teenage people that you don’t
really have enough for absolutely absolute thinking skills and critical or
logical thinking skills so that’s the difference between a professional
mathematician they have the ability but before their children don’t have that so
but still they can practice on this what is the curiosity and interest in
specific topic and our box thinking ability our thinking skills our parks
the imaginations the kids that they can practice even though they don’t have
this really good thinking skills yet video question I once more what’s your
question see do you see difference between the
creative process of experts mathematicians scientists engineers and
creative process of creative thinking of students in the classroom yes so I just
want to read again this quote from the Audemars with whom I fully exist he says
that between the work of students who try to solve a problem in geometry all
are driven the classroom and the work of innovation of invention of a
mathematician or Sciences he says one can say there is only the difference of
degree the difference of a level but both works are of a similar nature so
this is very important right because what it tells us it tells us that the
deep nature of the creativity between accomplished scientist and beginning
student is exactly the same what differs is the language which they use what
differs is the depth of of the inside the drayage but the process creative is
exactly the same and this is to me is very hopeful in fact and I very much
embrace this point precisely because it transpose aspect right on one hand we
have creativity of the nature similar and on the other hand we know that of
course there is a different levels of knowledge and therefore the depth of
insight in each case will be different but it’s an insight nonetheless well
however in terms of our parks imagination sometimes the children the
children can be more and can have more our parks imagination also because we
are born with that this our parks thinking the alux imagination however
like when you are born and your parents kill your outbox imagination some
parents not all and then and then teachers who really follow strict rules
right who are really conformist like a lot of elementary school teachers
conformist I’m not offending anyone right so that’s why student students
outbox the imaginations kids killed by parents teachers and the society so and
then once you become alert some people don’t have any outboxed imagination at
all I see yes an answer to the question there may be then differences between
between the creative thinking of professional mathematicians scientists okay why should we care about creativity
what we’re going to hear what kind of food so for those of problems if we try
to solve these problems using it wouldn’t work right so in order to save
the future we need creative thinking I have a different sort of metaphor for me
creative thinking is like flying in air this is of course a certain one has to
know I’m also a glider pilot so I know everyone was flying in air and I must
say the feeling when you are in the glider and you
Ryanair is very similar to exact it’s that feeling that you have when you have
a ha moment it’s like flying so yeah oh we can divide into two like us some more
innovation big innovation right maybe you are talking more small innovation
means ok so in terms of a big innovation it’s a certain future problem in terms
of a small innovation we can say finding I think the ultimate core of education
should be to find each year students curiosity and interest and then develop
into passion and then they reach the core right so that either thank you
my last question and then we’ll open to other questions can can creativity be
taught what does the research tell us yes so but the first problem is a lot of
people especially in this country they don’t think they are creative oh I’m not
creative why do you know why they knock they say they’re that creative what oh I
can’t draw I can’t dance well creativity is not just the i-10
craps right it’s everywhere in stem too so you need to like think differently
so it means you can develop all the I’ll Park the imagination so it’s definitely
okay but from expertise development and then our parks imagination there are a
lot of like a skills that we can do about today I was supposed to talk only
for 20 minutes I couldn’t normally I talk for three days okay why do we care for creativity doesn’t
know can it be taught what does it mean to teach what does it mean to teach
anything that’s a question you see I don’t think it can be taught but I have
in my mind teaching I have in my mind well you know what we do in the class is
like most of the time we dance we have classes lectures and so on right so if
that if by teaching we mean a standard way of teaching that is to say to set to
tell our students to give the information this this and that I don’t
think that that has anything to do with teaching creativity
I would rephrase the question then can we help students to become developed is
better than taught right so yes definitely we can I think they’re very
clear we can but what we can do you see this is the issue when we teach in a
standard way it is the transmission right
transmission of knowledge but that will not do so what do what can we do right
what we can do it have to create a learning environment by itself within
which the student can can can can graph Springs can become creative but make
someone creative I don’t believe so to facilitate creativity of the person
yes I will make you creative but today to finish wit and okay and I just have
one question and before I attended this conference I heard about the critical
thinking and today in the conference I’m learning creative thinking so at this
kind to thinking an overlapping or just a
some difference so it is in it it means a different time different process you
use it in a different time different different different stages of your
problem-solving or idea generation or so means earlier some in the earlier outbox
imagination after you get a lot of unique ideas unique solutions and then
you have to clarify whether it works or not the ideas are really good on are
useful on us so then you need the critical thinking right so it’s a
separate process but necessary postal process that necessary for creative or
thinking really critical thinking skills okay I have two questions some when I
ask them simultaneously dr. Kim I really appreciate it your presentation
especially of this framework I noticed that a lot of qualities that were listed
in those those essays the cats right are the kind of things that I will look for
in a research student right these are the kind of qualities that I think are
things that I would look for but um you kind of mentioned how with
the IQ test how they are biased towards students of higher social economics
right have you done any research to see if this framework or even the assessment
that you have developed have been bias toward any groups in particular and then
the second question is sort of related to the question that was asked about why
do we care about creativity and that’s kind of I think about as a scientist I
mean some of us are answering questions where we can see the application of it
and the impacts on the world and solving world problems but some of us are just
curious and like we just want to know the answer to that question because like
we don’t know the answer we want to know and it’s interesting to us so so how
does creativity play into our answering those kind of questions as well even if
we don’t see the application of it immediately
well actually oh I it application every day though with
specific skills but just because I don’t talk about it today but I teach it so I
have what is just the last semester spring semester I taught the new science
of a creative class so for entire semester I taught like how to develop
inbox the KIAC state how to develop our past imagination the Box connections
each one and also its how to develop this done conforming edit to do so and
then there will be that either my second book coming soon
so you can buy my book it’s very specific procedure or specific scale a
specific strategy and examples at home and in classroom video question second
one second one right yes I think that it is you see independently
of some of those applications you mentioned there is one that happens
within your mind and your heart something changes when you are creative
and you might say that this is an application I don’t find that an
application is simply connection right so I would say yes because creativity
transforms your mind a new heart heart as a effective element mind as a
cognitive element and what is interesting it does it together okay so
in other that tells us about existence of certain indivisible unit I even
suspect this is just as my conjecture you see that those moments of creativity
are really moments of wholeness right something that is kept together and
doesn’t split anymore doesn’t fragments and so on so I would say the answering
your question is precisely because create
the defragment our reality that’s what I would say mix it together makes it whole
rather than fragmenting into pieces and that is within our not only in the world
outside right so earlier I talked to a doctor torrents the father of a
creativity so he passed away in 2003 so when he at the time when he was in
college or nobody talked about creativity yet
then so when after college he became a counselor in Georgia Military College it
is a high school but it’s a high school student who kicked out of their public
no the schools around the area so they attended Georgia Military College it’s
not college due to high school right so those students up troublemakers so dr.
tolerance the current in the help that is student today and then he found that
something spark some spark in this student the comments part in the
troublemakers then so he didn’t know what it was and then later there’s World
War two he or become because he was a psychologist he he went to graduate
school in the he became psychologist and he trained he was assigned to train the
best ace pilot you know in World War two so in Korea or so so oh when he was
training this the best of pilots um not just pilot so what is the fighters fire
fire fighter pilots and he also saw this spark of the same spark and then and
then later he found that that creative of personality creative of thinking
creative attitude so I guess some students have this tendency they have
this arm some kind of creative additives that are conforming or some cut defiant
rebellious that they have that and then if they are in the right environment
creative I invited with the creative climate they become the best pilots and
then but if they are in wrong environment the uncreate evil anti
creative environment the integrity of climate they become this difficulties or
troublemakers so that’s how he started focused on studying creativity so like
by focusing on this developing creativity we can save a lot of
troublemakers last question oh yeah sorry I’ve been waiting for a little bit yeah I mean I have several questions so
I definitely like to talk to you guys afterwards but so you when you ask the
question about you know like why do we care about creative thinking I mean
don’t you think that like so so when you teach you get questions like why do I
care about this right blah blah blah and it’s like well in some sense I can’t
give you an answer because I don’t know right yet right like I don’t know why
you’re gonna need this but I can show you all these things and I can get you
to think like this because maybe in the future you’re gonna have to tie these
things together in a way that’s useful you know what I mean yeah and it’s like
I kind of get the impression I mean a lot of people probably feel this way
right now I mean you kind of have to identify in today’s world what it is
that separates you from something that can be automated right if this is not a
reason to be creative right I don’t know what is because I mean like you kind of
have to I feel like we’re gonna have to make a decision in the future we’re
gonna have to be able to say you make an argument you know why are you useful
sounds kind of messed up but it’s not a true so yeah I used the ask but you okay
to ask a question like that here but I use ask a question like that when I
lived in Korea oh no think about it okay so in even in even in not even in PhD
program my first page it is from Korea and then my professor thought I was
really disrespectful and one of them told me I just act like expensive acacia
you know Keyshia like you don’t know geisha you know in the bar and then you
serve drinks in the drink together sometimes a prostitute like that so but
at least he told me it’s expensive place so I was okay but it was always like I’m
invited why do we learn this why why then just they really killed me so
that’s why I will ran away from Korea but you are lucky to be here why I
forgot what your question was so I mean okay you don’t you want to be
just a uniquely and that you don’t want to be useful right so I thought if you
are just focus on uniqueness right and then you want to different from others
then I told you you become for us through frustrated dreamer so you might
not be really proud of yourself that’s why I tell my son I don’t know it works
for you okay can we yeah well thanks very much time
is up and we need to close this panel thanks very much to our two panelists
thanks very much for your participation and without further ado right I would
like to announce now we have very important three collaborative
discussions and I would like all of them to happen right we have a
underrepresented women is in FDR the teaching research is in C 391 and smooth
pathway between creativity in stem and STEM industry is in JFK right here
so please distribute yourself and let’s have another hour of intense discussions was it interesting was it boring are we
tired to me it was interesting I must say and okay what I want to say I want
to say a couple of things right and they were sort of mentioned first we learn
something I think we learn right I would like to say a couple of words sort of
mix in the beginning right first as I said you see there we wrote a grant we
wrote a grant for another conference right but with this program
NSF includes right so if this ground goes and we called our fingers right
then we can have a we’ll have another conference it is scheduled more or less
beginning of March right so it’s not in the end of the semester but rather in
the beginning it could be better I don’t know my idea of scheduling here
apart from Occidental was that when we finally are by the end of the semester
so we don’t work anymore so much of course we do
right so it was not exactly best assumption but
okay so one thing is interesting here two things are interesting first what is
interesting is that once you get into this program of NSF includes then
suddenly they appear on a other are their chances for us to go after the
grant and in fact the same program have have published a another solicitation in
January no solicitation for something called alliances the idea that they have
in this program is that as I said there are like well actually is a hundred but
I think they are hundreds because several projects split into smaller
presentation but old ultimately has fifty sixty project all of them in stem
right and if we if this goes through well as I said they will come to us they
wanna learn and what is interesting now since a new solicitation came about
creating of those alliances what does it mean an alliance in the language of NSF
it means to take several of those projects write and address certain
difficulties in stem together right and solve this difficulty those are pretty
big projects they even talk about you know at least here they talk about five
million per year for five years so it’s pretty big right and we have a sizing
but in fact I was asking I was asking the NSF program officer
how many projects will you grant because they see only three and I asked and if
we ever go we go not this year but next year there is a deadline in April second
maybe or something like that okay so this is a possibility just one thing but
what is equally interesting for me personally is this idea of creating the
community here at CUNY and outside of Korea are not limiting but you know
growing out of here right of of teaching research another was what we are but we
were talking a lot in those elaborate of groups this was the
research done by faculty by teachers right so here you have a perfect example
of the possibilities of such teaching research and what is so good about
teaching research it immediately when you do the research it immediately
impacts your teaching so the idea was it’s an old idea to create a Institute
at CUNY were each of us well which campus would have a team and we were
together across CUNY address certain issues of learning right and which which
which are not only in one campus but on all campuses and one example that I can
give of such a possibilities long time ago we hear that as a teaching
experiment on the on the intersection between mathematics and language right
we you know we have a lot of ESL English as a second
second language right and the idea was following was whether it’s possible by
the by the integration of syllabus between algebra and intermediate English
as a second language whether it’s possible to help in learning language
not mathematics but language usually language am and mathematics is his
considerable language helps learning mathematics but here the question was
different can mathematics help learning language and in fact we got a very nice
result significant and so on but this is just one experiment imagine a Buddhist
would be done in every campus that we are having at CUNY right then we would
have incredible data we would have a very you know variety of populations
right because also say for example community colleges we are you know more
or less the same yet we have very different population like BMCC has
different population then hostess and hostess has different populations and
say LaGuardia right not talking about Goodman already right because so it
would be very interesting seems to me right if we could response to certain
question to certain the this across the campus and if it is done
by us teachers right so this is the idea and what is interesting that this grant
actually has a component that my Darrell is this idea they asked that it’s ours
Alliance will have a central organization that arm the support and so
on and so on it’s it doesn’t have to be organizational it also can be conceptual
so this is I’m trying to suggest that we could do something maybe what I wanted
to say would like to say something about the conference please tell us
I asked by the way everyone for those for those surveys for those surveys we
collect them aha and the second thing by the way to everyone who participated and
and presented please send us the manuscript I mean you know notes from
the field right and we’re gonna publish the proceedings from this conference by
a way there is a journal of course I forgot to mention we do have a journal
called mathematics teaching research online I wanted to put some observers
that they have time but that’s how we gonna do it hmm
well that’s I made kind of very list if anyone would be interesting in
collaborating and trying to to think about such a Institute or a grant please
allow yourself in and we will name school and email write that and write
know so I could read so maybe talking and thinking about it together if you
feel like what no nothing okay so this as much as on my part and I
want to thank everyone I mean after all menu of a state here right despite situation right and thank you very much
really thank you very much because it seems we learn something and people
are asking are you making another one next year so it’s okay thank you you