Teaching Creative thinking VS Catching Creative thinking

There is an obvious sense in which children cannot be ‘taught’ creativity in the way they can be taught tables. Creative processes are drawn from knowledge and practical skills. There are also various techniques to facilitate creative thinking, but this does not mean that children can alone be taught creativity through instructional modes. We can impart creative teaching in two ways: firstly, by teaching creativity, and secondly, catching the raw creativity. By teaching creativity we mean teachers using imaginative approaches to make learning more interesting, exciting and effective. Teachers can be highly creative in developing materials and approaches that would ignite children’s interests and motivation towards learning more. This should be a mandatory part of good teaching skills. By catching creativity we mean forms of teaching that are intended to develop and further young people’s own inherent and  raw creative thinking or behavior. Hence, it is a demanding process which cannot be made routine. However, it is possible to identify some general principles. There are mainly three inter related tasks involved for catching creativity viz: encouraging, identifying and fostering.

Encouraging- Many students mostly underestimate their creative skills and hence lack the desired confidence levels to take even the first step ahead. Consequently, the first task is to encourage these students to believe in their own creative potential, by suitably igniting their sense of hope and their self confidence to try. These are simple steps, but they can be the most important factors responsible for stimulating creative achievement; these include high motivation levels, independence of judgment, willingness to take calculated risks and by being enterprising, persistent and resilient in the face of all odds and adversities. The fear of failure needs to be eliminated. These attitudes can be encouraged and nourished to varying extents in all young people, particularly if they are linked with overall development through self-directed learning mode.



Identifying -All students have different creative capabilities. An essential ingredient of quality education is to help students discover their own creative strengths. Creative achievement is often driven by a person’s love and passion for a particular activity or hobby,that catches or ignites his imagination. Identifying young people’s creative abilities include helping them to explore their hidden creativity.

Fostering- Creativity can be drawn from many ordinary abilities and skills rather than from one gifted source or form. Thus, the development of many common, inherent capabilities and raw talent can help them to further foster creativity – for example, curiosity can be stimulated and awareness can be enhanced. Recognizing and becoming more knowledgeable about the creative process can also in turn foster creative development; catching creativity thus helps young people to better understand what is involved in being creative and hence becoming more aware about their own creative processes. This ‘learning by doing’ can always be further developed.

Catching creativity thus aims to encourage self-confidence, independence of mind, and the capacity to think beyond limits for oneself. Such teaching is compatible with a wide range of teaching methods and approaches in all areas of a school curriculum. The aim is to enable young people to be more effective in handling future problems and objectives; to deepen and broaden awareness of oneself as well as the world; and to encourage openness and reflexivity as a creative learner.


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