Developing Creative Potential: The Power of Process, People, and Place

Abstract

Creativity is increasingly seen as a key human capability that can be deliberately developed. Correspondently, a proliferation of tools, techniques, and methods are available in the academic and popular literatures. Creative problem-solving (CPS) is one framework among these, and has a 70-year history of research and development. This essay overviews this history and the key stages of its continuous development, as well as the rationale for the changes and improvements that have been made. Foundational work established the Osborn–Parnes paradigm for CPS. Initial efforts were aimed at enhancing this approach. Then came work to stretch the Osborn–Parnes approach, and ultimately to break this paradigm. Understanding these major stages of development should better differentiate contemporary CPS approaches from the variety of earlier versions. Future research and development are also highlighted that will move our understanding, learning, and application forward.

Creative Problem-Solving in K to 12 Physics Classroom on STEM Strand

“…CPS can be viewed as a creative and critical thinking process of developing something new, requiring creative efforts through its process. It helps people redefine the problems and opportunities they encounter, generate innovative solutions, and take action (Isaksen, 2023;Treffinger et al, 2008). The CPS model is a proven method for approaching a problem or a challenge imaginatively and innovatively.…”

“…The CPS model is a proven method for approaching a problem or a challenge imaginatively and innovatively. It has been used for over 60 years by various organizations worldwide and has been supported by numerous research studies, with hundreds of published studies on its effectiveness and impact (Isaksen, 2023;Treffinger & Isaksen, 2013). According to Birgili (2015), critical and creative thinking skills should be integrated critically into instructional design to produce learners who might be possible young scientists of the future.…”

The effectiveness of problem-based learning in improving creative thinking skills, collaborative skills and environmental literacy of Muhammadiyah secondary school students

“…Creative thinking skills, collaborative skills and environmental literacy have a close relationship and complement each other in facing complex challenges in the current global context. Creative thinking allows individuals to produce innovative ideas in responding to environmental problems (Awan et al, 2019;Cheng, 2019;Isaksen, 2023;Mróz & Ocetkiewicz, 2021;Puccio et al, 2022;Ritter & Mostert, 2017;Rosen et al, 2020). Collaborative skills are key in implementing these ideas through teamwork and knowledge sharing (Kozlowski & Ilgen, 2006;Martín-Hernández et al, 2022;Paulus et al, 2018;Riivari et al, 2021).…”

The Effect of Entrepreneurship Education and Creativity on Students’ Entrepreneurial Intention : The Perspective of Effectuation and Cognitive Flexibility Theory

“…Individuals with a heightened degree of creativity are more likely to exhibit innovation in the development of novel products or services, recognition of untapped market prospects, and the formulation of imaginative marketing tactics (Ausat, Risdwiyanto, et al, 2023). According to Isaksen (2023), the ability to think creatively enables individuals to perceive business opportunities in areas that may not be readily apparent to others. This skill allows individuals to think beyond conventional boundaries and approach problem-solving from a unique perspective.…”