The Paradox of Structure

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来自 The Pennsylvania State University 的课程

创造，创新和改变

328 个评分

The Pennsylvania State University

创造，创新和改变

328 个评分

Let’s keep making history together - over and over! In 2013 and 2014, over 200,000 people from more than 190 countries came together in this MOOC to explore creativity, innovation, and change. What did we DO? We discovered creative uniqueness through Creative Diversity. We used Intelligent Fast Failure to build innovative skills. We applied CENTER principles to drive personal change. And we implemented value creation skills to initiate lasting change. That was CIC 1.0 and CIC 2.0, and it was a BLAST! Now we’re back - and even better than before - with some new faces and fresh ideas to help you develop your creative potential, so you can enhance and transform your business, your community, and your personal life. This is CIC On-demand … we’re ready to ROCK … AND we are always open! Recommended Readings Innovate or Die - Jack Matson: http://amzn.to/14Wed0V CENTER - Darrell Velegol: http://amzn.to/17rLzXJ

从本节课中

Understanding Creative Diversity

Welcome to the world of creative diversity! In this module, you will discover that creativity comes in many different shapes and sizes, each of which is equally important in solving the world’s problems. Specifically, you will learn about four key variables that define and describe creative diversity, including your creative style and your creative level. You will also learn how creative diversity impacts the ideas you generate and how you make use of them, as well as how to recognize and appreciate the creative diversity of others around you.

Introduction2:00

Creative diversity7:38

Creative Style Estimation Exercise1:11

Creative Divergence5:59

Ideation Evaluation Techniques4:33

The Paradox of Structure3:55

Critical Problem Solving Process4:30

SAP Design Thinking Jam6:44

Creative Diversity Application5:49

与讲师见面

Dr. Kathryn W. Jablokow
Associate Professor
Mechanical Engineering and Engineering Design
Dr. Darrell Velegol
Distinguished Professor of Chemical Engineering
Department of Chemical Engineering
Dr. Jack V. Matson
Professor Emeritus
Department of Enviromental Engineering
Elizabeth Kisenwether
Assistant Professor
Engineering Design
John Bellanti
Dr.
Dr. Armend Tahirsylaj

Hi, everyone, Katherine here with Darryl and

we're going to be talking about structure and creativity.

Two topics that sometimes might not seem to go together.

Darryl, you've told me a great story about children and structure.

Something to do with a fence, I think?

>> Yeah, that's right.

There was a small study done and they had a class of

students that they took to two different playgrounds at two different times.

>> Okay.

>> The one playground had a fence and the other playground did not.

So they took the students to a playground without a fence and

they observed how much of the territory did they, did they use.

Where did they go and so on and they kept track of

it and they found that they used a certain amount of territory.

When they took them to the other playground with the fence.

You might have expected that it would confine the students.

>> Right.

>> But just the opposite happened.

The students who were on the playground with

the fence used the entire area within the fence.

The students on the playground without the fence stayed a little closer together.

It was almost as if they were fearful of the boundaries.

>> Interesting.

Hm, mm.

>> And it was, it was almost a type of paradox of structure.

>> Hm, mm.

>> That they, they would be keeping them in.

>> There is a concept that we call

the paradox of structure, Michael Curtin is the

one who introduced it, and it says that

any structure is both enabling, in other words helpful.

>> Right.

>> And limiting at the same time and it

applies to any kind of structure at all, so

the fence was a physical structure, but I could

have a social structure like my family or a team.

I could have a, a mental structure, an idea, a plan, can you think [CROSSTALK].

>> Even a budget or a schedule or

any of these things, or structures of various sorts.

>> And systems and governments and languages.

>> Yes, yes.

>> They're all different structures.

And so, the idea is that when you have

a structure and you're problem solving, you're trying to

figure out what's just the right amount of structure

that will be useful without limiting you too much?

>> Right.

>> And what's interesting is that if you

remember our creative diversity model, people see structure differently.

>> Yes.

>> Right, so you have people who prefer more

of it and people who prefer less of it.

>> That's right.

>> So, if you think of one of those examples of a structure like

a team or like the rules in an organization how you're suppose to behave.

>> Right.

People who are more structured thinkers will make use of that structure.

>> Yes.

>> They find it enabling, they see it as more helpful than the

people who are the less structured, who will tend to try to shed it.

So you get two people with different creative styles, looking

at the same structure and seeing it very, very differently.

>> Yeah, and one way to navigate that

difference is, if you, you could have the structure.

>> Mm-hm.

>> Have your fence but, gates in it.

>> Yes.

>> Have a way to go to the next level in a safe way, so that you could return back.

>> And when you build those fences

it's as if you're giving yourself some flexibility.

So the structure doesn't become too rigid and yet at the same time,

you have that, you have that safety so you know where you can go.

I think one great exercise for all of us and for the students here would

be to pick a structure, it could be a social structure like your family or your

team that you work with or it could be the rules or the regulations in

your city or your organization and it might be fun to do this with a partner.

Look at that structure and think about all the things

that are enabling about it, all the things that are helpful.

>> And all the things that are limiting.

>> All the things that are limiting and compare your views.

>> Yes, yes.

>> And by doing that you're going to get

a sense of how you think differently about structures.

And that will help you in

your collaboration with that person to understand

a little bit more how do they use structure differently than I do.

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