TEDx 2017 “Jumping off the Shoulders of Giants”Oliver Canessa

Education prepares us for a future that is increasingly uncertain. Solutions to global warming, water pollution, and the refugee crisis are in demand. Beyond technological advance, these solutions will need to be inventive, brave and original, rendering creative thinking a necessity. Can we teach ourselves and future generations to be more creative?

From a very young age, we need creativity to learn about the world around us. Babies are scientists; they are constantly testing their environment (will someone pick up my toy if I drop it?). Children are curious and creative. In fact, adult creativity is often characterised by a ‘child-like sense of play’. Yet play, fantasy and bold ideas are often actively discouraged in a schooling system where children sit still for much of the day, and making a mistake is often worse than not answering at all.

Although creativity is hard to define, it is characterised by divergent thinking: it is the ability the find a range of novel and original solutions to a problem. This is exactly the opposite of what is rewarded within the classical education system. Standardised testing relies on one answer being correct, with the best participants being able to focus and zoom in completely on the correct answer. Convergent thinking is rewarded, and lateral thinking discouraged.

In Tim Brown’s TED talk, ‘Tales of Creativity and Play’, he describes the embarrassment adults feel when asked to draw a stranger in 30 seconds, whereas children will proudly show their drawing to their neighbour. We are taught to fear judgement of over-ambitious, creative ideas, as they might be incorrect. Ken Robinson argues that children are not afraid of being wrong, and this allows them to try out new, exciting solutions. These bold, brave solutions are exactly what we need to solve current global issues. In one of the most watched TED talks ever, ‘Do schools kill creativity?’, he makes the case that ‘creativity is as important as literacy, and we should treat it with the same status.’

“play, fantasy and bold ideas are often actively discouraged in a schooling system where children sit still for much of the day”

An environment filled with tight scheduling, time pressure and deadlines, one which many of our schools, universities and businesses possess, might be the very worst place for being creative. Unlike with simpler, convergent thinking tasks, creativity does not improve under pressure. Things that we consider unproductive, especially here in Cambridge, actually allow creative ideas to flourish. Research at the University of Sussex shows that procrastination can be a good thing; creative architects tended to put off making decisions for as long as possible, whereas less creative ones would make decisions earlier in the process.

Flexibility has also been linked to the neurotransmitter dopamine, which increases in response to natural rewards. Exercise, sex and even a warm shower all increase dopamine levels, boosting creativity. They also allow us to relax and let go of our fixation on the problem we are trying to solve. In a study looking at brain activity in free-style rappers, a reduced activity in the dorsolateral prefrontal cortex was found. This is our inner Google Calendar, responsible for memory, organisation, planning and regulation. Letting go of the to-do list and letting your mind wander works wonders for coming up with creative solutions.

I argue, therefore, that creativity doesn’t have to be taught: it is already present in each of us. It does, however, need to be cherished instead of suppressed. So, the next time you are staring out of the window or taking a really long shower, remember you are doing just that.

Cammy Mitchell is Co-Organiser of TEDxCambridgeUniversity. On the 25th of January, the third TEDx Salon event took place, addressing the question of whether creativity can be taught. The TEDxCambridgeUniversity Conference 2017, ‘Jumping off the Shoulders of Giants’, is on the 11th of February