The Creative Inner Child?

David Trend

Pablo Picasso once quipped that “Every child is an artist; the problem is how to remain an artist once they grow up.”[i]  In this often-quoted slogan, Picasso neatly summarized idealized views of the universally creative child and the uncreative adult. In a similar fashion he would later write that, “It takes a long time to become young.” What is one to make of such laments? Nostalgia over a lost youth? A yearning to escape a pressurized grown-up life?  Regardless of origins, it’s impossible to deny America’s ongoing infatuation with childhood creativity.

This fascination childood artistry dates to the 1700s, corresponding to evolving views of children as “blank slates” (tabula rasa) better served by nurturance and education than by discipline alone. At the same time, Enlightenment debates ver individualism and personal autonomy were bringing considerable anxiety to the era, evidenced in worries that self-interest would overwhelm moral sentiments. This set the stage for the naturalism espoused by Jean-Jacques Rousseau in his book Emile: Or, On Education, seeing an inherent “goodness” in children, which becomes corrupted by adult desire and material want.[ii] With the 1800s, views of “human nature” gave ways to theories of evolution and behavioral adaptation –– owing in large part to the influence of Charles Darwin and Herbert Spencer. While the resulting rationalism eventually would make educatio more formulaic, an artsy transcendentalism would counterbalance American culture with an advocacy for an “educated imagination.”[iii] The Romantic Era writings of Ralph Waldo Emerson, Margaret Fuller, Henry Wadsworth Longfellow, and Walt Whitman advanced themes of emotion over reason and imagination over reality –– setting in place a tradition progressive of push-back against the instrumentalist ethos of science and industry.

In the 1920s, Swiss psychologist Jean Piaget began charting children’s “stages” of maturity, hence launching the modern field of child development.[iv] Piaget saw “realistic” rendering as a learned ability rather than a natural inclination. In one famous study, Piaget asked a group of four-year olds to draw familiar people or objects. He found that the images invariably had the same characteristics: drawn from memory rather than observation, exaggeration of certain salient features (faces, for example), and a disregard of perspective or scale. In other words, the images derived more from mental symbolism than they did conventional schema of visual representation. Piaget would note that at later ages children acquire the ability to “correct” their images to conform to normative depictions of reality. Later observations of so-called “feral” children (raised” in the wild without human contact) found that such children often didn’t speak or make pictures of any kind, further reinforcing the premise that language and “artistic” rendering were largely determined by culture.[v]

Anxious Creativity: When Imagination Fails

Just released: Creativity is getting new attention in today’s America –– along the way revealing fault lines in U.S. culture. Surveys show people overwhelming seeing creativity as both a desirable trait and a work enhancement, yet most say they just aren’t creative.

Like beauty and wealth, creativity seems universally desired but insufficiently possessed. Businesses likewise see innovation as essential to productivity and growth, but can’t bring themselves to risk new ideas. Even as one’s “inner artist” is hyped by a booming self-help industry, creative education dwindles in U.S. schools.

 Anxious Creativity: When Imagination Fails examines this conceptual mess, while focusing on how America’s current edginess dampens creativity in everyone. Written in an engaging and accessible style, Anxious Creativity draws on current ideas in the social sciences, economics, and the arts. Discussion centers on the knotty problem of reconciling the expressive potential in all people with the nation’s tendency to reward only a few. Fortunately, there is some good news, as scientists, economists, and creative professionals have begun advocating new ways of sharing and collaboration. Building on these prospects, the book argues that America’s innovation crisis demands a rethinking of individualism, competition, and the ways creativity is rewarded.

Available from all major booksellers. More info at: https://www.routledge.com/Anxious-Creativity-When-Imagination-Fails-1st-Edition/Trend/p/book/9780367275068

Creative Magic

By David Trend

“The central question upon which all creative living hinges is: Do you have the courage to bring forth the treasures hidden within you?” With this entreaty, author Elizabeth Gilbert introduced her recent bestseller Big Magic: Creative Living Beyond Fear, which offered an artistic cure for an anxious American culture.[i] Speaking directly to widespread feelings of disaffection and powerlessness, Big Magic romanticized artistry in Gilbert’s signature blend of sentiment and cliché––packaging familiar views (human creativity, divine creativity, etc.) with a self-help twist about creating one’s “self” in new and better ways.  While one easily can write off Big Magic as yet another feel-good advice book (which it surely is), I think it’s time to take Gilbert’s approach to creativity seriously and ponder why such ideas now get so much traction.

Publicity doesn’t hurt. Reviewers effused over Big Magic as a “book-length meditation on inspiration” (Newsday) to “unlock your inner artist” (Woman’s Day) and “dream a life without limits” (Publishers’ Weekly).[ii] This message resonated well with the rising chorus promoting creativity as an innovation engine and economic tonic.  While no one would dispute the positive benefits of a little artistic dabbling, at what point does such wishful thinking begin to border on delusion? Or put another way, when does fantasy paper over reality? Might it be that America’s fondness for make-believe is party behind the nation’s political confusion and disaffection? Do fairy-tale versions of life infantilize a citizenry that should know that answers don’t always come easily?  Certainly the fantasy-version of reality offered by certain politicians would fail any thoughtful analysis. But instead, many leaders continue treating their constituents like children, with entire governments encouraging populations to set worries aside and simply “Be Creative.”

In Magical Thinking and the Decline of America, historian Richard L. Rapson took a long look at the nation’s romantic idealism. “Probably in no other society of the world can one write the script for one’s life as completely as United States. This fact has made the nation the ‘promised land’ for much of the world over the past two centuries,” Rapson wrote. “The flight into endless self-improvement and innocent optimism has a long lineage in our past.”[iii] Perhaps anticipating Donald Trump’s “Make America Great Again” sloganeering, Rapson pointed to the disconnection between America’s self-image as an “exceptional” driver of human history, and the growing evidence of the nation’s falling fortunes. This has led to what Rapson described as a growing “flight from knowledge and reality into faith and fantasy,” resulting in large part from “an American public increasingly in thrall to the fairytales told by the mass media.”[iv]  It also promotes a “cultural fixation on the individual, the personal, the biographical, the confessional, and, all too often, the narcissistic,” and hence the rise of new “magic words” like “self-awareness,” “personal growth” and other aphorisms promoting everyone to “be all that you can be.”[v]

Individualism lies at the heart of American idealism, dating to the country’s Enlightenment Era origins, when the autonomous subject was invented as a counterpoint to deific and royal authority. Necessary as individualism was (and remains), no one could have predicted how its value could be magnified and distorted in neoliberal times.  The initial affirmation of personal identity, which encouraged people to vote and participate in society, soon morphed into “striving to get ahead” and “winning at any cost.” Eventually the “self” would become an American obsession of theological proportions. “The purpose of nearly all the current gospels is to put believers ‘in touch’ with themselves,” Rapson further explained.[vi] This new brand of secular “faith” also comports well with the religiosity many Americans still profess, especially evangelical strains that promise economic gain to dutiful worshippers. Continue reading “Creative Magic”

Early indicators of creativity

A gift for spatial reasoning — the kind that may inspire an imaginative child to dismantle a clock or the family refrigerator — may be a greater predictor of future creativity or innovation than math or verbal skills, particularly in math, science and related fields, according to a study published Monday in the journal Psychological Science.images-2

As discussed in today’s New York Times, “the study looked at the professional success of people who, as 13-year-olds, had taken both the SAT, because they had been flagged as particularly gifted, as well as the Differential Aptitude Test. That exam measures spatial relations skills, the ability to visualize and manipulate two-and three-dimensional objects. While math and verbal scores proved to be an accurate predictor of the students’ later accomplishments, adding spatial ability scores significantly increased the accuracy.

“The researchers, from Vanderbilt University in Nashville, said their findings make a strong case for rewriting standardized tests like the SAT and ACT to focus more on spatial ability, to help identify children who excel in this area and foster their talents.

“Evidence has been mounting over several decades that spatial ability gives us something that we don’t capture with traditional measures used in educational selection,” said David Lubinski, the lead author of the study and a psychologist at Vanderbilt. “We could be losing some modern-day Edisons and Fords.” Continue reading “Early indicators of creativity”

How schools crush creativity

Schools often promote ideals of standardized knowledge and conformity to norms, which do not necessarily serve students well for the lives ahead of them. As Sir Ken Robinson discusses in the recent issue of Ted Weekends, it breaks down to two issues:

“First, we’re all born with deep natural capacities for creativity and systems of mass education tend to suppress them.imgres-3

“Second, it is increasingly urgent to cultivate these capacities — for personal, economic and cultural reasons — and to rethink the dominant approaches to education to make sure that we do. Continue reading “How schools crush creativity”