Essay on Creativity:- 1. Meaning of Creativity 2. Definition of Creativity 3. Nature and Characteristics 4. Stimulation.
Essay on the Meaning of Creativity:
The term creativity refers to the ability to produce something that is both new and valuable. Good education, proper care and provision of opportunities to inspire, stimulate and sharpen the creative mind and it is in this sphere that parents, society and teachers make a significant contribution.
One has to help children in nourishing and utilizing their creative abilities to the utmost, and the educational process should aim at developing creative abilities among children. This can be done through teachers and parents who should know the importance of the creative process and the ways and means of developing creativity.
Essay on the Definition of Creativity:
The term ‘creativity’ or creative process has been defined in many ways:
1. “Creativity implies the products of totally or partially novel identity”—Stagner and Karowski.
2. “Creativity is the capacity of a person to produce composition products or ideas which are essentially new or novel and previously unknown to the producer”— Drevdahl.
3. “Creativity is the power of the human mind to create new contents by transforming relations and thereby generating new correlates”—Spearman.
4. “Creativity is the ability to see things in a new and unusual light, to see problems that no one else may even realize its exist, and then to come up with new, unusual, and effective solutions”—Papalia and Olds.
Essay on the Nature and Characteristics of Creativity:
a. Creativity is not confined to any individual:
Creativity is not confined to any individual, group of individuals, caste, colour or creed. It is not bound by the barriers of age, location or culture.
b. Creativity is innate as well as acquired:
Although many research findings and incidents favour the suggestion that creativity is a God given gift and natural endowment, the influence of cultural background, experiences, education and training in the nurturing of creativity cannot be ruled out. Thus one’s creativity may be correctly said to be a function of natural endowment as well as its nurturing. It is a combination of responses or ideas in novel ways.
c. Creativity is adventurous and open thinking:
Creativity is not a product of the stereotyped, rigid and closed thinking. It encourages and demands complete freedom to accept and express the multiplicity of responses, choices and ways of action.
d. Creativity carries ego involvement:
There is complete involvement of one’s ego in the creative expression. One’s individuality and identity are totally merged in one’s creation. Here ‘I’ is given more weightage.
e. Creativity has a wide scope:
Creative expression is not restricted by any limits or boundaries. It covers all fields and activities of human life in any of which one is able to demonstrate creativity by expressing or producing a new idea or object.
Researches in the field of creativity have suggested special techniques and methods for fostering creativity among children.
Brainstorming is a strategy or technique for allowing a group to explore ideas without judgment or surety. In practice, the students may be asked to sit in a group for solving a problem, and attack them without any inhibition from any angle with questions having number of ideas and solutions. The students are asked to suggest ideas as rapidly as possible.
b. Use of teaching models:
Some of the teaching models may prove quite beneficial in developing creativity among children.
c. Use of gaming technique:
Gaming techniques in a playful spirit, help the children in the development of creative traits. These techniques provide valuable learning experiences in spontaneous and evaluative situation. Both verbal and non-verbal stimulus materials are used in such techniques.
In non-verbal transactions the children may be asked to build a cube, construct or complete a picture, draw and build patterns, interpret the patterns of drawings and sketches and build or construct something or anything out of the raw material given to them.
Essay on Stimulation of Creativity:
Creating an environment to full growth and development of the creative abilities of children should be focused by teachers and parents for proper stimulation and nurturing of the traits which help to develop creativity, namely originality, flexibility, ideational fluency, divergent thinking, self-confidence, persistence, sensitiveness, ability to see relationship and make associations, etc. are essential for this.
It may be achieved through the following practices:
1. Freedom to respond:
Most often teachers and parents expect routine, fixed responses from children, and thus kill the creative spark by breeding conformity and passivity. We should allow adequate freedom to our children in responding to a situation.
2. Opportunity for ego involvement:
We should provide opportunities to children to derive satisfaction from identifying themselves, the cause of a product.
3. Encouraging originality and flexibility:
Originality on the part of children in any form should be encouraged. Passive submission to the facts, unquestioning mimicry and memorization by discouraging creative expression should, therefore, be checked as for as possible.
4. Removal of hesitation and fear:
There seems to be a great hesitation mixed with a sense of inferiority and fear in taking the initiative for creative expression. The causes of such difference and fear should be discovered and removed and encourage persuasion.
5. Developing healthy habits among children:
Industriousness, persistence, self- reliance (images, ideas, concepts) are ordinarily employed—Garrett.
6. Self-confidence is one of the qualities that is helpful in creative output:
Children should, therefore, be encouraged to stand up against criticism of their creative expression. They should be made to feel that whatever they create is unique and express what they desire to express.
"Nature" is an essay written by Ralph Waldo Emerson, and published by James Munroe and Company in 1836. In the essay Emerson put forth the foundation of transcendentalism, a belief system that espouses a non-traditional appreciation of nature. Transcendentalism suggests that the divine, or God, suffuses nature, and suggests that reality can be understood by studying nature. Emerson's visit to the Muséum National d'Histoire Naturelle in Paris inspired a set of lectures he later delivered in Boston which were then published.
Within the essay, Emerson divides nature into four usages: Commodity, Beauty, Language and Discipline. These distinctions define the ways by which humans use nature for their basic needs, their desire for delight, their communication with one another and their understanding of the world. Emerson followed the success of "Nature" with a speech, "The American Scholar", which together with his previous lectures laid the foundation for transcendentalism and his literary career.
In "Nature", Emerson lays out and attempts to solve an abstract problem: that humans do not fully accept nature's beauty. He writes that people are distracted by the demands of the world, whereas nature gives but humans fail to reciprocate. The essay consists of eight sections: Nature, Commodity, Beauty, Language, Discipline, Idealism, Spirit and Prospects. Each section takes a different perspective on the relationship between humans and nature.
In the essay Emerson explains that to experience the "wholeness" with nature for which we are naturally suited, we must be separate from the flaws and distractions imposed on us by society. Emerson believed that solitude is the single mechanism through which we can be fully engaged in the world of nature, writing "To go into solitude, a man needs to retire as much from his chamber as from society. I am not solitary whilst I read and write, though nobody is with me. But if a man would be alone, let him look at the stars."
When a person experiences true solitude, in nature, it "take[s] him away". Society, he says, destroys wholeness, whereas "Nature, in its ministry to man, is not only the material, but is also the process and the result. All the parts incessantly work into each other's hands for the profit of man. The wind sows the seed; the sun evaporates the sea; the wind blows the vapor to the field; the ice, on the other side of the planet, condenses rain on this; the rain feeds the plant; the plant feeds the animal; and thus the endless circulations of the divine charity nourish man."
Emerson defines a spiritual relationship. In nature a person finds its spirit and accepts it as the Universal Being. He writes: "Nature is not fixed but fluid; to a pure spirit, nature is everything."
Emerson uses spirituality as a major theme in the essay. Emerson believed in reimagining the divine as something large and visible, which he referred to as nature; such an idea is known as transcendentalism, in which one perceives a new God and their body, and becomes one with their surroundings. Emerson confidently exemplifies transcendentalism, stating, "From the earth, as a shore, I look out into that silent sea. I seem to partake its rapid transformations: the active enchantment reaches my dust, and I dilate and conspire with the morning wind", postulating that humans and wind are one. Emerson referred to nature as the "Universal Being"; he believed that there was a spiritual sense of the natural world around him. Depicting this sense of "Universal Being", Emerson states, "The aspect of nature is devout. Like the figure of Jesus, she stands with bended head, and hands folded upon the breast. The happiest man is he who learns from nature the lesson of worship".
According to Emerson, there were three spiritual problems addressed about nature for humans to solve: "What is matter? Whence is it? And Whereto?" What is matter? Matter is a phenomenon, not a substance; rather, nature is something that is experienced by humans, and grows with humans' emotions. Whence is it and Whereto? Such questions can be answered with a single answer, nature's spirit is expressed through humans, "Therefore, that spirit, that is, the Supreme Being, does not build up nature around us, but puts it forth through us", states Emerson. Emerson clearly depicts that everything must be spiritual and moral, in which there should be goodness between nature and humans.
"Nature" was controversial to some. One review published in January 1837 criticized the philosophies in "Nature" and disparagingly referred to beliefs as "Transcendentalist", coining the term by which the group would become known.
Henry David Thoreau had read "Nature" as a senior at Harvard College and took it to heart. It eventually became an essential influence for Thoreau's later writings, including his seminal Walden. In fact, Thoreau wrote Walden after living in a cabin on land that Emerson owned. Their longstanding acquaintance offered Thoreau great encouragement in pursuing his desire to be a published author.
- ^Nature. Boston: James Munroe and Company. 1836. Retrieved February 3, 2018 – via Internet Archive.
- ^Liebman, Sheldon W. “Emerson, Ralph Waldo.” The Oxford Encyclopedia of American Literature. Ed. Jay Parini. Oxford University Press, 2004. Web.
- ^“Transcendentalism.” The Oxford Dictionary of English. 2010. Web.
- ^Emerson, Ralph Waldo. "Nature". The Oxford Companion to American Literature. Ed. James D. Hart. Rev. Philip W. Leininger. Oxford University Press, 1995. Web.
- ^Baym, Nina, Wayne Franklin, Philip F. Gura, and Arnold Krupat. The Norton Anthology of American Literature.
- ^Hankins, Barry. The Second Great Awakening and the Transcendentalists. Westport, CT: Greenwood Press, 2004: 24. ISBN 0-313-31848-4
- ^Reidhead, Julia. "Henry David Thoreau", The Norton Anthology of American Literature. New York: W.W. Norton & Company, 2008. 825-828. Print.