|
|
| (6 intermediate revisions by the same user not shown) |
| Line 1: |
Line 1: |
| − | <div class="left-column-contentinner">
| + | |
| − | [[File:Created-by.png | 20px | Created By ]] [[User:Nils.zimmermann | N. Zimmermann]]
| |
| | <div class=teaser-text>The two divergent and convergent thinking modes are typically interplaying in creative learning. As they are opposite to each other facilitation needs to ensure a continuous interplay between them in order to increase creative competence of the learners.</div> | | <div class=teaser-text>The two divergent and convergent thinking modes are typically interplaying in creative learning. As they are opposite to each other facilitation needs to ensure a continuous interplay between them in order to increase creative competence of the learners.</div> |
| | | | |
| | + | <div class="methodpage-content"> |
| | [[File:Divergentconvergent.png |550px | center]] | | [[File:Divergentconvergent.png |550px | center]] |
| | + | |
| | ==Divergent Thinking: Thinking in Different Directions== | | ==Divergent Thinking: Thinking in Different Directions== |
| | Exploring new and original ideas about a topic and drawing inspiration from the ideas or action of others leads to a colorful bouquet of opportunities that people need first for reasoning, and then for using these opportunities as material for creativity at a later stage. It enables participants to | | Exploring new and original ideas about a topic and drawing inspiration from the ideas or action of others leads to a colorful bouquet of opportunities that people need first for reasoning, and then for using these opportunities as material for creativity at a later stage. It enables participants to |
| Line 10: |
Line 11: |
| | *gain inspiration | | *gain inspiration |
| | | | |
| − | <div class=right-box> | + | <div class=left-box> |
| | For example, divergent thinking can be encouraged by: | | For example, divergent thinking can be encouraged by: |
| | * Allowing participants to get into the flow | | * Allowing participants to get into the flow |
| Line 26: |
Line 27: |
| | * Deepen their understanding of a certain topic or process | | * Deepen their understanding of a certain topic or process |
| | | | |
| − | <div clas=right-box> | + | <div clas=left-box> |
| | Facilitators might support this by: | | Facilitators might support this by: |
| | * Using methods to select, order and re-arrange knowledge | | * Using methods to select, order and re-arrange knowledge |
| Line 34: |
Line 35: |
| | </div> | | </div> |
| | | | |
| − | ==References== | + | <hr class=boldline> |
| − | <references></references> | + | |
| | + | <noinclude>{{:Block: Book: Creativity Handbook}}</noinclude> |
| | + | |
| | + | <hr class=boldline> |
| | | | |
| | + | <noinclude>{{: Block: Author Nils-Eyk Zimmermann }}</noinclude> |
| | | | |
| | | | |
| | </div> | | </div> |
| − | <div class="right-column-contentinner"> | + | <div class="methodpage-infos"> |
| − | ===Navigation:=== | + | <hr class=simpleline> |
| − | [[File:back.gif | back to the main section]] [[Understanding]]
| + | ===Related:=== |
| − | | |
| | *[[What Competency-based learning is... ]] | | *[[What Competency-based learning is... ]] |
| | + | *[[Unleashing Creativity]] |
| | | | |
| | <hr class=simpleline> | | <hr class=simpleline> |
| − | | + | ===Also interesting:=== |
| − | ===Related:=== | |
| | *[[Creativity]] | | *[[Creativity]] |
| − | *[[Creative Thinking]]
| |
| − | <hr class=simpleline>
| |
| − | ===Methods:===
| |
| − | *[[Unleashing Creativity]]
| |
| | | | |
| | <hr class=simpleline> | | <hr class=simpleline> |
| − | <div class=right-box> | + | <div class=left-box> |
| | '''Our Handbooks''' | | '''Our Handbooks''' |
| | [[File:Creativity-book-cover.png |260px | link=Handbooks for Facilitators]] | | [[File:Creativity-book-cover.png |260px | link=Handbooks for Facilitators]] |
| Line 63: |
Line 63: |
| | | | |
| | ===Creativity=== | | ===Creativity=== |
| − | Fourth Handbook for Facilitators: [[Handbooks for Facilitators | Read more]]
| + | [[Handbooks for Facilitators | Read more]] |
| | | | |
| | </div> | | </div> |
The two divergent and convergent thinking modes are typically interplaying in creative learning. As they are opposite to each other facilitation needs to ensure a continuous interplay between them in order to increase creative competence of the learners.
Divergent Thinking: Thinking in Different Directions
Exploring new and original ideas about a topic and drawing inspiration from the ideas or action of others leads to a colorful bouquet of opportunities that people need first for reasoning, and then for using these opportunities as material for creativity at a later stage. It enables participants to
- collect material for later deductive reasoning
- be mentally open for new experience
- gain inspiration
For example, divergent thinking can be encouraged by:
- Allowing participants to get into the flow
- Unleashing participants' associative potential
- Providing opportunities for different sources of inspiration.
- Expression through diverse active cultural activities, such as dancing, performing, music, or drawing
- Encouraging and practicing non-conformist and unconventional ways of thinking
Convergent Thinking: Narrowing your Thinking
To enable learners' creative potential, the learning process should also encompass activities which challenge learners' capacities for convergence - evaluating, selecting, reasoning. A popular, but misleading, understanding of facilitating creative processes assumes that the process ends with a bouquet of ideas.
How many flipcharts and posters were filled with inspiring thoughts only to be forgotten one week after the training or workshop ended? Convergent thinking goes one step further. It enables participants to:
- Evaluate and organize impressions and insights
- Follow a goal and finalize processes
- Deepen their understanding of a certain topic or process
Facilitators might support this by:
- Using methods to select, order and re-arrange knowledge
- Confronting a group with dilemmas and letting them choose between several options
- Using tasks for prioritizing
- Developing skills for reflective observation of one’s activities.
Handbook for Facilitators: Creativity Handbook
This text was published in: N. Zimmermann (ed.), E. Leondieva (ed.), M. Gawinek-Dagargulia (ed.) (2018). Creativity Handbook. Building connections, drawing inspirations & exploring opportunities as individuals & groups.Competendo Handbook for Facilitators.
Related:
Also interesting:
Our Handbooks
N. Zimmermann, E. Leondieva
Creativity
Read more
