What is creativity? Is it that burning feeling that you have when you must break and bend the known rules and invest your energy in making a mark on the world, be it an art piece or maybe just something a little bit more practical that helps you enjoy your life more? Is it that sudden burst of an original idea in your mental landscape? Is it the capacity to reinvent, reorganize or reinterpret the data in a single field of study or is it linking information between several? It is all that and more, as we will discover when learning about the different levels of creativity distinguished by Irving A. Taylor.
But first, we dedicate the introductory part of this article to following the footsteps of the concept of creativity that were made in the scientific world of psychology by presenting a short history of the distinct points of view on its origin and characteristics.
Creativity is the process of sensing problems or gaps in information, then identifying the difficulties and seeking solutions through trial and error or through forming hypotheses.
Short History of Creativity
The word creativity has its origin in the Latin creare which means to make, to conceive, to develop, to produce. It was introduced in the psychological vocabulary by American psychologist Gordon Allport (1937) (buy his books from Amazon) and it is replacing the old terms of innovative spirit, inventivity, talent.
We owe the first attempt at studying it using scientific grounds to the work of English savant Francis Galton, Hereditary Genius (1869). Researching the genealogical tree of a large number of famous families which gave the world many generations of highly creative personalities, Galton reaches the conclusion that heredity is the determinant factor of the creative force and that genius people are endowed with exceptional intellectual aptitudes.
The year of 1950 is considered to be the beginning of the researched psychological studies on creativity. At the American Psychology Association (APA) Congress, J.P. Guilford (buy his books from Amazon) drew attention to the scarcity of studies related to creativity and proposed several directions of research involving this human personality dimension. Following this impulse, the diverse creativity problematic entered the research programs of the great majority of American and European universities.
In the 1960s and 1970s we witness an outburst of the number of papers reserved to study the problem of creativity. In 1970, the Czech psychologist J. Hlavsa inventoried no less than 2419 titles and the 1999 edition of Creativity Encyclopaedia mentions over 10000 papers written with regard to creativity during the time interval between the years 1960 and 1998.
One must still have chaos in oneself to be able to give birth to a dancing star.
Two Major Opposing Views
The close examination of the definitions given to creativity reveals that novelty, originality, ingeniosity and theoretical or practical values represent essential features of the creative activity. A lack of consensus in the approach of creativity could be caused by the fact that for a long time it was thought to be only a privilege of the genius, of a single minority, and, thus, the research was conducted only towards the lives and activities of the highly creative personalities.
A scientific research lead by British psychologist M. Freya in the 1990s showed that over 70% of the interviewed professors (over 1000 in total) believed creativity to be a gift reserved only for a few.
The American point of view, on the other hand, is in stark contrast: creativity is perceived as an ability that can be developed by the vast majority of individuals. J.P. Guilford believed that the creativity phenomenon represents a general human characteristic and that everyone can be placed on different levels of a continuum scale of creativity.
Since I reached the conclusion that the essence of the creative person is being in love with what one is doing, I have had a growing awareness that this characteristic makes possible all the other personality characteristics of the creative person: independence of thought and judgment, honesty, perseverance, curiosity, willingness to take risks and the like.
Levels of Creativity
Irving .A. Taylor goes even further than Guilford and suggests that we can distinguish between five different levels of creativity:
These are unfettered ideas, generally primitive, that emerge without the benefit of any guidelines, physical laws, or other restrictions. You might think of expressive creativity as a child using a box of multi-colored crayons to draw something.
In this stage, we use rules and physical laws to constrain our thinking, with little expressive spontaneity. Think of this stage as “practicing.” Things that emerge may be new to you, but may already be known to the world.
In this stage, we develop the ability to creatively combine existing technical concepts using prior design solutions to create new designs. Examples might be to use an old item in a new way.
Emergent creativity is the highest creative level. It involves rejecting current physical laws, principals, and constraints, and forming completely new theories about how the world works. This often results in a ground-breaking idea. Few people achieve this level.
The worst enemy to creativity is self-doubt.
Conclusion
Creativity seems to be a highly controversial human capacity and its processes are likely connected to cognitive and emotional attributes, be them conscious or unconscious. The value of its results can resonate in the single life of the inventor or it can change the course of action for the entire humanity. Either way, we cannot underestimate its importance in the act of designing the future, so why not learn the psychological mechanisms behind the process and start developing our creative skills right now?
Exploring Personal Structure: Assessing Planning, Organization, and Goal Orientation
Personal Structure assesses an individual’s capacity for organization, planning, and goal orientation. This dimension reflects the ability to create and maintain order in one’s life, set and pursue goals, and exhibit a structured approach to problem-solving. Individuals with high personal structure are likely to manage their time effectively, set realistic goals, and develop strategies to achieve them. This sense of order and purpose is crucial for resilience as it helps individuals stay focused and motivated even in the face of adversity. Research indicates that having a clear personal structure is associated with higher levels of psychological resilience and overall life satisfaction (Hjemdal et al., 2006).
The 4-7-8 Breathing Technique: A Simple Strategy for Calm and Clarity
In the realm of relaxation and mindfulness practices, various breathing techniques have been established as effective tools for stress reduction, improved sleep, and overall well-being. Among these, the 4-7-8 breathing technique stands out for its simplicity and effectiveness. Developed by Dr. Andrew Weil, a pioneer in integrative medicine, the 4-7-8 technique is a structured pattern of breath that promotes relaxation and mental tranquility. This article delves into the nuances of the 4-7-8 breathing method, exploring its origins, benefits, the science behind it, and how to practice it effectively. The 4-7-8 breathing technique is a rhythmic breathing exercise that involves inhaling for four seconds, holding the breath for seven seconds, and exhaling for eight seconds.
Auditory Learning Style: Insights from the Learning Styles Inventory
The Learning Styles Inventory (LSI) has become a widely used tool for identifying individual preferences in learning, helping educators and learners to better understand how information is most effectively processed. Among the various learning styles identified through LSI, the auditory learning style stands out as a particularly significant one, especially in classroom settings where lectures, discussions, and verbal instruction are the primary modes of communication. Auditory learners rely heavily on sound to absorb, process, and retain information, often excelling when they can listen to explanations or engage in discussions (Fleming, 2001). This article explores the characteristics of auditory learners, how the Learning Styles Inventory measures this learning preference, and strategies educators can use to create more inclusive learning environments for auditory learners.
Understanding Impostor Syndrome: Types and Quick Tips to Overcome It
Impostor Syndrome (also known as impostorism, fraud syndrome or the impostor experience) is a pervasive feeling of insecurity, self-doubt, or fraudulence despite often overwhelming evidence to the contrary. It usually strikes intelligent and successful individuals and it often comes to surface after an especially notable accomplishment – be it an admission to a prestigious university, winning an award, earning a promotion or obtaining public acclaim.
Wu Wei and the Psychology of Flow
This article examines wu wei—a central Taoist concept often glossed as “effortless action”—and explicates its convergence with the psychological construct of flow. Drawing on classical sources (e.g., Dao De Jing, Zhuangzi) and contemporary research on optimal experience and performance, I argue that wu wei is best understood as a normative ideal of uncontrived effectiveness, in which actions are attuned to the affordances of the situation and consequently appear effortless (Ames & Hall, 2003; Watson, 1968). Flow research, for its part, operationalizes a closely related experiential profile characterized by high concentration, diminished self-referential processing, clear proximal goals, rapid feedback, and an optimal challenge–skill balance (Csikszentmihalyi, 1990; Nakamura & Csikszentmihalyi, 2009).
Atman and Brahman Explained: The Hindu Map of the True Self
In Hindu philosophy, Atman and Brahman are two of the most powerful—and most confusing—words you’ll encounter. Atman is usually translated as the inner Self or soul, while Brahman is the ultimate reality or universal consciousness.
The Upanishads describe a radical insight: at the deepest level, Atman and Brahman are not-two—the core of who you really are is not separate from the ground of all existence.
For a modern seeker, this isn’t just metaphysics. It’s a map for moving beyond ego narratives, healing fragmentation, and stabilizing in a deeper, freer sense of self.
