editorially /peaking Creativity, The Process Most would agree that the capacity t o be creative is a desirable trait for scientists. The very nature of science sueeests that future teachers and developAg scientists would want to estahlish an environment that would enhance the nascent scientist's ability to become creative. I'nfortunately. creativity is not easily defined in an o~erntionalsense: indeed, it is often difficult tirecognize. It is,bf course, difficult to anticipate a creative event: however, once i t has occurred, knowled~eable persons will recognize it as creative or seminal, i.e., as "having the quality of evolving from one's own thought or imagination, or being a product of inventive ingenuity." Creative events are characterized by a quality of originality and firstness. I t is imnortaut to senarate eenius from creativitv. Genius is a natural capactity or ability for some course of action. Geniuses are often creative, but the elements of creativity can be discussed apart from whether or not these are associated with genius. Writers on the subject have attempted to separate the identification of the characteristics of a creative person from the process of creativity. Both areas are of interest to those involved in chemical education. There is general agreement that the creative experience takes place in four stagespreparation, incubation, illumination, and verificationalthough the nature and extent of each stage varies considerably from instance to instance. Preparation, the initial stage, involves time and effort spent on acquiring as much information or experience as possible in order t o be ready to arrive a t a new point of view. The problem or situation for which a new and original solution is sought is defined and/or redefined during this period. Once the prerequisite work is accomplished, incubation, the second staee of the creative orocess.. beeins .. since ordinarv logical processes will ntlt had to what ultimately becomes the final creative solution. It is at this ooint that confidence in the powers of reason may want to pusL us to a quick solution. The creative person, however, has developed the self-discipline to put the issues aside for an indeterminate amount of time so that the preconscious (as opposed to the deeper uncouscious) can work on the problem unhampered. The site of creative thinking has been suggested to be the preconscious,where one is not limited by pedestrian and literal restrictions of conscious language and where symbolism is more allegoric and figurative. At this level the mind can rapidly mobilize large amounts of data and superimpose dissimilar items into new perceptual and conceptual patterns. Illumination, the third stage of the creative process, is the point a t which the new concept or new possibilities break
-
through into the consciousness. Illumination often occurs when one is engaged in activities that are not associatedwith the specific problem. When illumination occurs, there is a lifting of tension, a n excitement, a reaction described by many as the "Aha!" response. Even though the idea may he simple in the sense that it and obvious, i t is a truly new werspective . had not been considered before. Tho final stage of the creative process is verification, when a disciplined effort is necessary t o establish whether the new ideas are valid and workable. In this phase it becomes necessary to return to more logical thought processes to determine the value of the new insights. Insnection of the acknowledeed ohases of the creative . . processes-preparation. incubation, illumination, and verification-reveals that the first and the last are natural parts of'the so-called scientific method as well as integral parts of the trainine of scientists. The oreflaration ~hase-fact and experiencegathering-is akin to fdrmal education in the sciences. The wre~aration~ h a s readies e a nersou for eatherine new ideas. & i n gthis educational stage there are numb& of stew that a oerson mipht takr, attitude4 that could be assumed, and conditions that could be sought in order to be ready to engage in the creative experience. T o arrive a t creative combination of things and ideas requires a storehouse of information and knowledge on which one can draw. If there is no information, or only a limited amount of information, or if that available is quantitatively large but qualitatively similar, there is a limited probability that new combinations can he generated. The educational staee (nrenaration) of the creative orocess .. . is what the undergraduate experience chemistry is ali about. Enhancine of im~rovinethe environment for -the nrobabilitv . creativity means increashg theamouit and diversity of information and exnerience for undereraduate chemistrv students. Thus, we should strive to broaden the experienceshoth didactic and practical--of future chemist3 early'in their education. If future chemists can familiarize themselves with the condition associated with "doinr chemistry," thev will have taken one step along the roadtoward crekvity. The essence of doing chemistry is research, for i t is in a research environment that a student's mind is stimulated and trained in the intricacies of decision making, setting priorities, and coming to conclusious based on the evidence a t hand. Thus, undergraduate research participation should not be viewed exclusively as a preparation for doing research hut as a necessary and valuable exercise for the mind-hand relationship JJL that is common to all sciences. ~
a
Volume 62
Number 5 May 1985
363
