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Teaching creativity by change of mind-set : From goal-oriented to open and curious

Olander, Elin LU (2018) 20th International Conference on Engineering and Product Design Education, E and PDE 2018
Abstract

Creativity is a wildly debated topic among scholars and practitioners, but one that lacks consensus. Many have tried to define, describe and explain creativity, its purpose, effect and use. Is creativity a personality trait you are born with, or can you learn to become creative? As a design teacher with a teaching practice focused on the skills of creativity, this is a relevant question, because if creativity cannot be learned, then it cannot be taught. The results of observations during a design methodology course for undergraduate design engineering students suggest that there are important common conditions in a learning situation that aims to enhance creativity through practice. In this case, it aims to implement a design thinking... (More)

Creativity is a wildly debated topic among scholars and practitioners, but one that lacks consensus. Many have tried to define, describe and explain creativity, its purpose, effect and use. Is creativity a personality trait you are born with, or can you learn to become creative? As a design teacher with a teaching practice focused on the skills of creativity, this is a relevant question, because if creativity cannot be learned, then it cannot be taught. The results of observations during a design methodology course for undergraduate design engineering students suggest that there are important common conditions in a learning situation that aims to enhance creativity through practice. In this case, it aims to implement a design thinking mind-set in a product development process. From a teacher perspective, this paper discusses the need to break students’ goal-oriented mind-set, learned from the first day of primary school, to enable them to adopt a creative mind-set. In this context, students with a goal-oriented mind-set will immediately start working on finalising the first idea/solution that comes to mind without considering alternatives. Breaking this mind-set can be done by letting the students’ practical experiences intertwine with self-reflection under teacher guidance. The focus is to identify each students’ motivation to change mind-set by teaching the underlying reasons why creating ideas is hard work, not something that happens by chance. Hence, the teacher’s focus is on generating student awareness those mind-set rules over method so they can embrace a different/new road to finding design solutions.

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Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Brainstorming, Change of mind-set/attitude, Creativity, Design pedagogy, Problem solving strategies, Synectics
host publication
Proceedings of the 20th International Conference on Engineering and Product Design Education, E and PDE 2018
editor
Green, Stephen; Buck, Lyndon; Dasan, Aran; Bohemia, Erik; Kovacevic, Ahmed; Childs, Peter; Hall, Ashley; ; ; ; ; ; and
publisher
Institution of Engineering Designers, The Design Society
conference name
20th International Conference on Engineering and Product Design Education, E and PDE 2018
conference location
London, United Kingdom
conference dates
2018-09-06 - 2018-09-07
external identifiers
  • scopus:85057737249
ISBN
9781912254026
language
English
LU publication?
yes
id
56c19c13-6c3d-4214-8012-01df18f8dd93
date added to LUP
2018-12-21 11:26:44
date last changed
2019-01-06 14:21:13
@inproceedings{56c19c13-6c3d-4214-8012-01df18f8dd93,
  abstract     = {<p>Creativity is a wildly debated topic among scholars and practitioners, but one that lacks consensus. Many have tried to define, describe and explain creativity, its purpose, effect and use. Is creativity a personality trait you are born with, or can you learn to become creative? As a design teacher with a teaching practice focused on the skills of creativity, this is a relevant question, because if creativity cannot be learned, then it cannot be taught. The results of observations during a design methodology course for undergraduate design engineering students suggest that there are important common conditions in a learning situation that aims to enhance creativity through practice. In this case, it aims to implement a design thinking mind-set in a product development process. From a teacher perspective, this paper discusses the need to break students’ goal-oriented mind-set, learned from the first day of primary school, to enable them to adopt a creative mind-set. In this context, students with a goal-oriented mind-set will immediately start working on finalising the first idea/solution that comes to mind without considering alternatives. Breaking this mind-set can be done by letting the students’ practical experiences intertwine with self-reflection under teacher guidance. The focus is to identify each students’ motivation to change mind-set by teaching the underlying reasons why creating ideas is hard work, not something that happens by chance. Hence, the teacher’s focus is on generating student awareness those mind-set rules over method so they can embrace a different/new road to finding design solutions.</p>},
  author       = {Olander, Elin},
  editor       = {Green, Stephen and Buck, Lyndon and Dasan, Aran and Bohemia, Erik and Kovacevic, Ahmed and Childs, Peter and Hall, Ashley},
  isbn         = {9781912254026},
  keyword      = {Brainstorming,Change of mind-set/attitude,Creativity,Design pedagogy,Problem solving strategies,Synectics},
  language     = {eng},
  location     = {London, United Kingdom},
  publisher    = {Institution of Engineering Designers, The Design Society},
  title        = {Teaching creativity by change of mind-set : From goal-oriented to open and curious},
  year         = {2018},
}