Changes

Rather than commenting here, I want to discuss a third, orthogonal topic: creativity. I hosted a visit to Cambridge this week from Diego Uribe, a Chilean researcher who is currently a Fulbright scholar at the International Center for Studies in Creativity in Buffalo, NY. Diego challenged me with two questions: Can we be more deliberate in developing children's creativity skills and how can we use Sugar to better disseminate creativity heuristics?

Rather than commenting here, I want to discuss a third, orthogonal topic: creativity. I hosted a visit to Cambridge this week from Diego Uribe, a Chilean researcher who is currently a Fulbright scholar at the International Center for Studies in Creativity in Buffalo, NY. Diego challenged me with two questions: Can we be more deliberate in developing children's creativity skills and how can we use Sugar to better disseminate creativity heuristics?

Diego is of the believe that creativity is a skill that can be taught; there has been more than 50 years of research into how to teach this skill; and yet creativity is rarely a deliberate part of mainstream education.  

Diego is of the belief that creativity is a skill that can be taught; there has been more than 50 years of research into how to teach this skill; and yet creativity is rarely a deliberate part of mainstream education.  

Diego introduced me to Grace Hopper's formula for creativity that I had not previously encountered: The probability of creativity is a function of knowledge, innovation, and experience, modulated by attitude. (Historical footnote: Hopper is the one who coined the term "debugging" when her colleagues found a moth stuck in a relay of the Mark II computer.) In this formulation, attitude is often the weak link.

Diego introduced me to Grace Hopper's formula for creativity that I had not previously encountered: The probability of creativity is a function of knowledge, innovation, and experience, modulated by attitude. (Historical footnote: Hopper is the one who coined the term "debugging" when her colleagues found a moth stuck in a relay of the Mark II computer.) In this formulation, attitude is often the weak link.

* In what ways might we tell the SCAMPER story?

* In what ways might we tell the SCAMPER story?

And we listed some ways we might overcoming one of our concerns: In what ways might we tell the SCAMPER story?

And we listed some ways we might overcome one of our concerns: In what ways might we tell the SCAMPER story?

* Case study: e.g., a SCAMPERized English class;

* Case study: e.g., a SCAMPERized English class;

* Stand on the work of SCAMPERers who have come before us;

* Stand on the work of SCAMPERers who have come before us;