Defining Terms
Innovation
According to Badran, dictionaries indicate that the role of innovation is innovâre, which means to renew or make changes. Consequently, innovation is adding something new to an existing product or process. (Badran, 574) The definition of innovation has often confused me between creativity and innovation since I have observed its use interchangeably. However, the concept of understanding innovation with regards to the progression of ideas and evolving them into even more developed thoughts. Innovation is also more often associated with taking action than creativity. (Badran, 2007) It’s the production. As Darwin once stated with the natural selection theory, it’s how the idea ‘survives’ to become even ‘fitter’.
As Steven Johnson once stated in his book, Where do Good Ideas Come From, sometimes we have hunches but it is the act of collaborating and time that help us have those ‘eureka’ moments. Time really is of essence, but with an inter-disciplinary approach and collaboration we can see innovation in a more ‘accelerated’ manner. This is clearly shown in Badran’s paper on ‘Enhancing creativity and innovation in engineering education, where in Fig. 1 by enhancing changes related to a product, quality or process you can see advancements in innovation. (Badran, 574)
However, an especially important aspect of memory is our attitude towards the thought of our predecessors. It is striking how many noted revolutionaries and innovators insist that they are maintaining continuity with the past or restoring old ideas that have been corrupt or forgotten. (Grudin, 20) Socrates and Plato look back to Pythagoras and Parmenides, MachiavellI to the Roman Republic, Galileo to Plato and Archimedes, Rousseau to primitive humanity. (Grudin, 20) To the inspired as well as to their audiences, innovative insights contain a sense of the familiar...Inspiration may be the revelation of something completely new, but it is also the rediscovery of something always true. (Grudin, 20) According to Ken Robinson (2015) innovation is the action of putting new ideas into action. It’s simply looking at something in a new way or even for a new purpose.
(Thank you C. Willet and N. Goegan for the added insights)
According to Badran, dictionaries indicate that the role of innovation is innovâre, which means to renew or make changes. Consequently, innovation is adding something new to an existing product or process. (Badran, 574) The definition of innovation has often confused me between creativity and innovation since I have observed its use interchangeably. However, the concept of understanding innovation with regards to the progression of ideas and evolving them into even more developed thoughts. Innovation is also more often associated with taking action than creativity. (Badran, 2007) It’s the production. As Darwin once stated with the natural selection theory, it’s how the idea ‘survives’ to become even ‘fitter’.
As Steven Johnson once stated in his book, Where do Good Ideas Come From, sometimes we have hunches but it is the act of collaborating and time that help us have those ‘eureka’ moments. Time really is of essence, but with an inter-disciplinary approach and collaboration we can see innovation in a more ‘accelerated’ manner. This is clearly shown in Badran’s paper on ‘Enhancing creativity and innovation in engineering education, where in Fig. 1 by enhancing changes related to a product, quality or process you can see advancements in innovation. (Badran, 574)
However, an especially important aspect of memory is our attitude towards the thought of our predecessors. It is striking how many noted revolutionaries and innovators insist that they are maintaining continuity with the past or restoring old ideas that have been corrupt or forgotten. (Grudin, 20) Socrates and Plato look back to Pythagoras and Parmenides, MachiavellI to the Roman Republic, Galileo to Plato and Archimedes, Rousseau to primitive humanity. (Grudin, 20) To the inspired as well as to their audiences, innovative insights contain a sense of the familiar...Inspiration may be the revelation of something completely new, but it is also the rediscovery of something always true. (Grudin, 20) According to Ken Robinson (2015) innovation is the action of putting new ideas into action. It’s simply looking at something in a new way or even for a new purpose.
(Thank you C. Willet and N. Goegan for the added insights)
Creativity
Creativity involves the generation of novel and valuable ideas or products. (Uptis, 1) To ‘create’ is defined as to bring something to being, which is unique, original or something which has no equal in existence before. (Badran, 574) You often hear individuals say, ‘Wow that’s really creative’ or ‘You have a real art’. For myself, I know - at a conceptual level - that creativity is not limited to art, but the process to think in a unique manner. However, I didn’t realize there is a greater value assigned to what constitutes the word ‘unique’. Unique ideas could come from opportunities for students to be collaborative, critical and creative in response. (Case & Newman, 2015) This entails a creative mindset which is open to different perspectives, driven by motivation and a sense of wonder. (Starko, 2014) In addition to this there needs to be a certain level of freedom to express oneself creatively. Creativity seems to have positive connotation but this is not alway the case. Historically ter have been evidence where creative ideas have not brought about positive change.
As Alane Starko explained, as teachers we need to proceed cautiously when ‘structuring’ teaching for creativity. The question should be. ‘Who is being creative?’. ‘Learning as a constructive process implies that learners build their own knowledge as an engineer builds a new type of computer, not as a sponge absorbs water.’ (Starko, 7) Unfortunately with standardized testing, creativity could be compromised. However there could be alternatives means of assessment students can explore their creative abilities. Similarly, as 6 blind men encounter a different part of an elephant, without the collaboration with each other the bigger picture isn’t seen. (Case & Newman, 58) However, with this example we are encountered with a different aspect of creativity, where understanding creativity is multifaceted.
(Thank you Sarah and Chris Ruch for the added insights)
Creativity involves the generation of novel and valuable ideas or products. (Uptis, 1) To ‘create’ is defined as to bring something to being, which is unique, original or something which has no equal in existence before. (Badran, 574) You often hear individuals say, ‘Wow that’s really creative’ or ‘You have a real art’. For myself, I know - at a conceptual level - that creativity is not limited to art, but the process to think in a unique manner. However, I didn’t realize there is a greater value assigned to what constitutes the word ‘unique’. Unique ideas could come from opportunities for students to be collaborative, critical and creative in response. (Case & Newman, 2015) This entails a creative mindset which is open to different perspectives, driven by motivation and a sense of wonder. (Starko, 2014) In addition to this there needs to be a certain level of freedom to express oneself creatively. Creativity seems to have positive connotation but this is not alway the case. Historically ter have been evidence where creative ideas have not brought about positive change.
As Alane Starko explained, as teachers we need to proceed cautiously when ‘structuring’ teaching for creativity. The question should be. ‘Who is being creative?’. ‘Learning as a constructive process implies that learners build their own knowledge as an engineer builds a new type of computer, not as a sponge absorbs water.’ (Starko, 7) Unfortunately with standardized testing, creativity could be compromised. However there could be alternatives means of assessment students can explore their creative abilities. Similarly, as 6 blind men encounter a different part of an elephant, without the collaboration with each other the bigger picture isn’t seen. (Case & Newman, 58) However, with this example we are encountered with a different aspect of creativity, where understanding creativity is multifaceted.
(Thank you Sarah and Chris Ruch for the added insights)
Teaching
To teach is to form a world empowered and informed by knowledge. Teachers teach through the art of teaching. According to the Merriam - Webster definition, teaching is the the act, practice, or profession of a teacher. However, there is a lot more to teaching that defines the term. There is a level of emotional intelligence which also comes with the role. Teachers transmit knowledge but one should also question who defines what knowledge is transmitted?
As elaborated in Taylor Mali’s slam poem, What do Teachers Make?, it captures just an aspect of those who question the act of teaching and it’s impact. World leaders and philosophers have pondered the impact teachers have on the world. Teaching encourages innovative contributions, valuing learners ownership and control, encouraging students to pose questions, identify problems and issues, opportunities to debate and discuss their thinking, to encourage to be be co-participants in learning, all while exploring the unknown. (Uptis, 10)
(Thanks Scott Murray and Michelle Trottier for the added insights)
To teach is to form a world empowered and informed by knowledge. Teachers teach through the art of teaching. According to the Merriam - Webster definition, teaching is the the act, practice, or profession of a teacher. However, there is a lot more to teaching that defines the term. There is a level of emotional intelligence which also comes with the role. Teachers transmit knowledge but one should also question who defines what knowledge is transmitted?
As elaborated in Taylor Mali’s slam poem, What do Teachers Make?, it captures just an aspect of those who question the act of teaching and it’s impact. World leaders and philosophers have pondered the impact teachers have on the world. Teaching encourages innovative contributions, valuing learners ownership and control, encouraging students to pose questions, identify problems and issues, opportunities to debate and discuss their thinking, to encourage to be be co-participants in learning, all while exploring the unknown. (Uptis, 10)
(Thanks Scott Murray and Michelle Trottier for the added insights)
Learning
Learning is the acquisition of knowledge. (Google Dictionary) As a result it’s the cognitive process of transferring knowledge whether into short or long term memory. Learning can happen through different mediums, such as through Howard Gardner’s multiple-intelligences (Runco, 678) or understandings could further be developed through deBono’s thinking hats. There are strategies which help teachers to facilitate the process of learning, which are grounded in both the art and science of teaching, in other words through pedagogy.
The way our brains process information is dependant on how information is communicated both visually and linguistically, but also experientially. As a result, different neural pathways are stimulated such as in creative vs. analytical problem solving. (Lavric et. al, 1618) It is through these different cognitive processes that help facilitate learning. Learning can be both ‘good’ or ‘bad’, but can you unlearn something? (C. Willet, 2017) If students are taught to think critically where they reflect on their knowledge introspectively then yes learning could be undone, but it’s not just about the unlearning, but the journey a student undertakes in their realizations.
(Thanks Christy Willet for the added insights)
Learning is the acquisition of knowledge. (Google Dictionary) As a result it’s the cognitive process of transferring knowledge whether into short or long term memory. Learning can happen through different mediums, such as through Howard Gardner’s multiple-intelligences (Runco, 678) or understandings could further be developed through deBono’s thinking hats. There are strategies which help teachers to facilitate the process of learning, which are grounded in both the art and science of teaching, in other words through pedagogy.
The way our brains process information is dependant on how information is communicated both visually and linguistically, but also experientially. As a result, different neural pathways are stimulated such as in creative vs. analytical problem solving. (Lavric et. al, 1618) It is through these different cognitive processes that help facilitate learning. Learning can be both ‘good’ or ‘bad’, but can you unlearn something? (C. Willet, 2017) If students are taught to think critically where they reflect on their knowledge introspectively then yes learning could be undone, but it’s not just about the unlearning, but the journey a student undertakes in their realizations.
(Thanks Christy Willet for the added insights)