Posts Tagged teaching

Beyond Creativity

What is it we are actually doing by being creative?  That is, by making up a story such as a novel or a short story, or by producing a scientific paper that adds to the sum of human knowledge about some aspect of humanity, what is it that lies below the surface of this creativity?  As a scientist trained to work with viruses, and later as an aspiring novelist, I’ve taken on and conquered (hopefully) two aspects of creativity: fiction and science.  Both utilize the power of the human brain to come up with new ideas on a regular basis and do something with them.  The question I’m trying to answer here is simply, what is the end result of that creativity?  Where does all that thinking up experiments with viruses and writing fiction go?  What do we get out of it?  (I certainly don’t mean to imply these are the only ways to be creative; they just happen to be the two I’m most familiar with.  You can probably think of others.  But my comments here will apply to all.)

My first answer is two-fold.  First, scientific experiments are done to gather information.  Information that, somewhere down the line, can be used to improve the health of people, animals, the planet, or whatever.  Some scientific papers are so esoteric that their ultimate usefulness to society may be  hard to grasp in the immediate aftermath of their publication, but somewhere, sometime, they should be important.  Creative writing, on the other hand, has as its most immediate goal that of entertainment.  A good story is worth a thousand words.  A story or a movie seeks to take us away from the cares and woes of everyday life and let us lead a different life vicariously in the guise of a fictitious character.  Always fun.

But I maintain there is a higher purpose to creativity, and that is to teach.  Scientific experiments produce good information about a subject, but they are also used to teach students how the scientific process works, and students learn more than what is written in the paper.  They may learn a new technique from a paper, they may learn how a technique is applied to study a given subject, but most importantly, they take that information and merge it with all they’ve learned previously and begin to understand how the scientific process works in the broadest of terms.  Each paper is a brick, and brick by brick, a wall can be built, and eventually an edifice can be constructed in the mind of a student that tells him/her how to proceed with the smallest of experiments he/she may be currently working on.  They learn something, specific and general, at the same time.

Likewise with a novel or a short story.  A reader gains access to the details of the story, the plot, the hero, the villain, the setting, and so forth.  But a student of literature will also read to learn how a story is put together—point of view, description vs. dialogue, telling vs. showing, etc.  Reading is the best way to learn, and ultimately, by reading many stories the student learns how to put his/her own story together.  Creativity, therefore, is ultimately a teaching tool, not merely a device to convey information.  Creativity is death to indifference and boredom, and we need as much of it as we can get.

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