"Bridging the Ingenuity Gap in the 21st Century" (Creativity, Connectivity and the Mind’s Best...

DePaul Center, Creativity Forum

Bridging the Ingenuity Gap in Bridging the Ingenuity Gap in the 21the 21stst Century Century

Creativity, Connectivity and the Mind’s Creativity, Connectivity and the Mind’s Best WorkBest Work

Creative Leaps International John J. Cimino, Jr. Creative Leaps International John J. Cimino, Jr.

The Ingenuity Gap:The Ingenuity Gap: the space between problems that the space between problems that

arise and our ability to solve them arise and our ability to solve them

Scholar Thomas Homer Dixon describes the Scholar Thomas Homer Dixon describes the “ingenuity gap”“ingenuity gap” today as growing at an alarming today as growing at an alarming rate (in business, industry, education, the rate (in business, industry, education, the environment and world affairs).environment and world affairs).

A problem for the world

and our inner world

Wanted:Wanted: leaders and other professionals who can leaders and other professionals who can

See clearly what is See clearly what is Imagine what can be Imagine what can be Act to bring something new into the worldAct to bring something new into the world

The Harvard Business Review and the Corporate Sector Speak:

The new MBA is a liberal arts degree.The new MBA is a liberal arts degree.

Traditional business training is too narrow and Traditional business training is too narrow and lacking in creative problem-solving skills. We lacking in creative problem-solving skills. We need leaders and managers who can think need leaders and managers who can think broadly, creatively and adaptively in broadly, creatively and adaptively in environments of constant change, who know environments of constant change, who know how to improvise and work through complex how to improvise and work through complex problems with imagination and self discipline.problems with imagination and self discipline.



The liberal arts teach people to deal with ambiguity, The liberal arts teach people to deal with ambiguity, emotion, complexity and interpretation. These are emotion, complexity and interpretation. These are critical issues in business, particularly as you move critical issues in business, particularly as you move higher in the organization. Northrop Frye writes, “The higher in the organization. Northrop Frye writes, “The kind of problem that literature raises is not the kind kind of problem that literature raises is not the kind that you ever ‘solve’”. This is exactly the kind of that you ever ‘solve’”. This is exactly the kind of problem one regularly confronts as a manager. It’s also problem one regularly confronts as a manager. It’s also the mirror image of engineering or physics where the mirror image of engineering or physics where students are only exposed to solvable problems.”students are only exposed to solvable problems.”

(The Liberal Arts and Business) David Creelman(The Liberal Arts and Business) David Creelman

““As ingenuity gaps widen the gulfs of wealthAs ingenuity gaps widen the gulfs of wealthand power among us, we need and power among us, we need imagination, imagination, metaphor and empathymetaphor and empathy more than ever, to more than ever, to help us remember each other’s essential help us remember each other’s essential humanity.” humanity.” Thomas Homer DixonThomas Homer Dixon

Two roads diverged in a yellow wood…

Option I: Scholarship and Contemporary Research

Option II: Da Vinci’s Insights

John Cimino Creative Leaps

International

"All our knowledge has its origins "All our knowledge has its origins in our perception.“in our perception.“

Leonardo Da VinciLeonardo Da Vinci

““Everything is connected to Everything is connected to everything else.” everything else.”


It is not logic which guides discovery and artful creativity, but perception and imaginative insight.

Receiving from the outside…Conjuring from the inside…

Now, imagine learning as personal discovery. (Vico)


International



Imagination = perception ?Imagination = perception ?

In terms of neurological events, our memories and imaginings of experience produce much the same experience as direct experience itself. (experiments using P.E.T. scans) The more we learn about learning and the brain, the more we learn how powerful our own beliefs are in creating what we experience as reality.

Now, what’s the upside of this equation?

Imagination = perception ?Imagination = perception ?

In terms of neurological events, our memories and imaginings of experience produce much the same experience as direct experience itself. (experiments using P.E.T. scans) The more we learn about learning and the brain, the more we learn how powerful our own beliefs are in creating what we experience as reality.

Now, what’s the upside of this equation?

Imagination as interior sight and senses. a function of the physical body.

FantasiaItalian, for “imaginative insight”, (according to Vico) a knowing equivalent to the uniquely intimate knowing of an inventor or creator, more immediate and personal than knowing mediated via the stratagems of logic.

“Imagination is more important than knowledge.” Einstein


Leonardo Da VinciLeonardo Da VinciOne purpose of art is to alter the quality of our attentiveness -- to enhance, refresh and sharpen our perceptions.



Now, imagine learning as personal discovery. (Vico)


International

What do you see?What do you see?

"All our knowledge has its "All our knowledge has its origins in our perception.“origins in our perception.“


One purpose of art is to alter the quality of our attentiveness -- to enhance, refresh and sharpen our perceptions.



Now, imagine learning as personal

discovery. (Vico)


International

The arts The arts inhabit and thrive at this cusp of at this cusp of perception and perception and meaning-making, meaning-making, flexing flexing bothboth in favor in favor of creativity, of creativity, discovery and discovery and learning.learning.

Artists on Perception and ArtArtists on Perception and Art

I paint things as I think of them, I paint things as I think of them, not as I see them. not as I see them.

PicassoPicasso


I paint things as I think of them, not as I I paint things as I think of them, not as I see them. see them.

PicassoPicasso

Each thing we see hides something else Each thing we see hides something else we want to see. we want to see.

MagritteMagritte


I paint things as I think of them, not as I see I paint things as I think of them, not as I see them. them.

PicassoPicasso

Each thing we see hides something else we Each thing we see hides something else we want to see. want to see.

MagritteMagritte

The purpose of art is to lay bare the questions The purpose of art is to lay bare the questions that have been hidden by the answers. that have been hidden by the answers.

James BaldwinJames Baldwin

When art works, When art works, play’s the play’s the

thingthing

Creative Leaps International John J. Cimino, Jr. Creative Leaps International John J. Cimino, Jr.

The mind is not a vessel to be

filled,

but a fire to be ignited.

Plutarch


International

““Everything is connected to Everything is connected to everything else.” everything else.”


Transfer

Double description, Lenses and Binocular Depth, Metaphor and Creative Juxtaposition

The Medici Effect

To think as Nature Thinks Steps to an Ecology of Mind

Consilience

Knowledge Integration

MetaphorsMetaphors as mini-lenses and instruments as mini-lenses and instruments

of double descriptionof double description

The power and paradox of metaphorsThe power and paradox of metaphors


International

MetaphorMetaphor is defined neurologically as a is defined neurologically as a spreading activation of the brain during spreading activation of the brain during learning. learning.

(Imaginative action)(Imaginative action)

Governing Governing MetaphorsMetaphors

The logic of metaphor as the logic of inductionThe logic of metaphor as the logic of induction Induction: from multiple observations to general principleInduction: from multiple observations to general principle

Setting the inductive process in motionSetting the inductive process in motion ““You make two statements; what is true of both of them is the You make two statements; what is true of both of them is the

formal truth” (Bateson)formal truth” (Bateson)

Creative juxtapositionCreative juxtaposition Metaphor as creative juxtapositionMetaphor as creative juxtaposition Metaphor as “double description”Metaphor as “double description” OptimizingOptimizing Metaphors and ConnectivityMetaphors and Connectivity

John J. Cimino, Jr. Creative Leaps John J. Cimino, Jr. Creative Leaps InternationalInternational

Metaphors: a spreading activation of the brain during learning

MetaphorsMetaphors as mini-lenses and instruments as mini-lenses and instruments

of double descriptionof double description

Discovery and innovation in today’s world are more likely to be found at the crossroads of our disciplines than at their established centers, more likely to be revealed at the collision points of our cultures than in their mainstreams. “Only connect”, said Bateson. “This is how we make meaning, this is how we learn to think as Nature thinks.”

A working philosophy of interdisciplinary connections and

knowledge integration

The Medici Effect


International

““Everything is connected to Everything is connected to everything else.”everything else.”


Corson’s Inlet

Transfer

Double description, Lenses and Binocular Depth, Metaphor and Creative Juxtaposition

The Medici Effect

To think as Nature Thinks Corson’s Inlet

Steps to an Ecology of Mind

Consilience

Knowledge Integration

Creative Leaps International John Creative Leaps International John J. Cimino, Jr.J. Cimino, Jr.

““I went for a walk over the dunes again this morningI went for a walk over the dunes again this morningto the sea…”to the sea…” A.R. Ammons

Thinking and learning with other logics

Corson’s InletLet’s take a walk…

… …I see narrow orders, limited tightness, but willI see narrow orders, limited tightness, but willnot run to that easy victory:not run to that easy victory:

still around the looser, wider forces work: still around the looser, wider forces work:I will tryI will try

to fasten into order enlarging grasps of disorder, widening to fasten into order enlarging grasps of disorder, wideningscope, but enjoying the freedom thatscope, but enjoying the freedom that

Scope eludes my grasp, that there is no finality of vision,Scope eludes my grasp, that there is no finality of vision,that I have perceived nothing completely,that I have perceived nothing completely,

that tomorrow a new walk is a new walk. that tomorrow a new walk is a new walk.

A.R. Ammons (1963) A.R. Ammons (1963)

ConsilienceLiterally, a “jumping together” of knowledge across disciplines, consilience is all about connections, revealing deeper, common groundworks of explanation.

“Everything is connected to everything else.”

Leonardo Da Vinci

Two roads diverged in a yellow wood…

Option I: Scholarship and Contemporary Research

Option II: Da Vinci’s Insights

Mind Processes of the Arts

Qualitative relationships in the absence of rules Acting flexibly with purpose to approach a goal Learning to explore possibilities within a medium Using imagination to see multiple perspectives Learning to pay attention to nuance Surrendering to processes rather than leading Learning to use language figuratively Creating emotionally what cannot be expressed literally The qualitative features of the arts and the world

Eliot EisnerStamford University

Creative Competencies of Leadership

Noticing – slowing down, taking in more Subtle representation – eye for detail & relationship Fluid perspective - attuned to multiple points of view Using R-mode – non-verbal, intuitive processing Personalizing work – arts interests spill into work Skeptical inquiry – preserving the questions Serious play – learning and exploring without rules Portraying paradoxes, conflicts, unknown – mystery Facility with metaphor – generative thinking Making shared meanings - engaging creative tensions

Center for Creative Leadership

Creative Competencies Creative Competencies of Leadershipof Leadership

Noticing – slowing down, taking Noticing – slowing down, taking in morein more

Subtle representation – eye for Subtle representation – eye for detail & relationshipdetail & relationship

Fluid perspective - attuned to Fluid perspective - attuned to multiple points of viewmultiple points of view

Using R-mode – non-verbal, Using R-mode – non-verbal, intuitive processingintuitive processing

Personalizing work – arts Personalizing work – arts interests spill into workinterests spill into work

Skeptical inquiry – preserving Skeptical inquiry – preserving the questionsthe questions

Serious play – learning and Serious play – learning and exploring without rulesexploring without rules

Portraying paradoxes, Portraying paradoxes, conflicts, unknown – mysteryconflicts, unknown – mystery

Facility with metaphor – Facility with metaphor – generative thinkinggenerative thinking

Making shared meanings - Making shared meanings - engaging creative tensionengaging creative tension

Center for Creative Center for Creative LeadershipLeadership

Qualitative relationships in the Qualitative relationships in the absence of rulesabsence of rules

Acting flexibly with purpose to Acting flexibly with purpose to approach a goalapproach a goal

Learning to explore Learning to explore possibilities within a mediumpossibilities within a medium

Using imagination to see Using imagination to see multiple perspectivesmultiple perspectives

Learning to pay attention to Learning to pay attention to nuancenuance

Surrendering to processes Surrendering to processes rather than leadingrather than leading

Learning to use language Learning to use language figurativelyfiguratively

Creating emotionally what Creating emotionally what cannot be expressed literallycannot be expressed literally

The qualitative features of the The qualitative features of the arts and the worldarts and the world

Eliot EisnerEliot Eisner Stamford Stamford

UniversityUniversity

Mind Processes of the Mind Processes of the ArtsArts

Creative Competencies Creative Competencies of Leadershipof Leadership

Noticing – slowing down, Noticing – slowing down, taking in moretaking in more

Subtle representation – eye Subtle representation – eye for detail & relationshipfor detail & relationship

Fluid perspective - attuned Fluid perspective - attuned to multiple points of viewto multiple points of view

Using R-mode – non-verbal, Using R-mode – non-verbal, intuitive processingintuitive processing

Personalizing work – arts Personalizing work – arts interests spill into workinterests spill into work

Skeptical inquiry – Skeptical inquiry – preserving the questionspreserving the questions

Serious play – learning and Serious play – learning and exploring without rulesexploring without rules

Portraying paradoxes, Portraying paradoxes, conflicts, unknown – conflicts, unknown – mysterymystery

Facility with metaphor – Facility with metaphor – generative thinkinggenerative thinking

Making shared meanings - Making shared meanings - engaging creative tensionengaging creative tension

Center for Creative Center for Creative LeadershipLeadership

Qualitative relationships in Qualitative relationships in the absence of rulesthe absence of rules

Acting flexibly with purpose Acting flexibly with purpose to approach a goalto approach a goal

Learning to explore Learning to explore possibilities within a mediumpossibilities within a medium

Using imagination to see Using imagination to see multiple perspectivesmultiple perspectives

Learning to pay attention to Learning to pay attention to nuancenuance

Surrendering to processes Surrendering to processes rather than leadingrather than leading

Learning to use language Learning to use language figurativelyfiguratively

Creating emotionally what Creating emotionally what cannot be expressed literallycannot be expressed literally

The qualitative features of The qualitative features of the arts and the worldthe arts and the world

Eliot EisnerEliot Eisner Stamford UniversityStamford University

Mind Processes of the Mind Processes of the ArtsArts

CoeurThe French word for “heart” from which we also derive the word “courage”. The heart: our body’s gateway to another order of knowing. “The heart has reasons, which reason does not comprehend.”

“It is only with the heart that one can see rightly. What is essential is invisible to the eye.”

St. Exupery

Emotional markers and learningEmotional markers and learning

The amygdala, in effect, tags each experience we The amygdala, in effect, tags each experience we have with an emotional marker. The stronger the have with an emotional marker. The stronger the emotion attached to an experience, the stronger emotion attached to an experience, the stronger the marker, the more intense our memory of that the marker, the more intense our memory of that experience. Engaging emotion in learning experience. Engaging emotion in learning invariably increases the vividness and retention of invariably increases the vividness and retention of particular learning experiences. (UCI)particular learning experiences. (UCI)

What do you think?What do you think?

Emotions precede our application of logic, Emotions precede our application of logic, impelling particular directions of impelling particular directions of exploration over others and singling out exploration over others and singling out certain associations among ideas or idea certain associations among ideas or idea fragments over others.fragments over others.(intuitions, hunches, feelings)(intuitions, hunches, feelings)

Emotions as integrators of experience and ideas:Emotions as integrators of experience and ideas:““the feeling of what happens” (Antonio Damasio)the feeling of what happens” (Antonio Damasio)

• Emotions, Imagination and the BodyEmotions, Imagination and the Body

• Not losing our minds, but coming to our Not losing our minds, but coming to our sensessenses

Neurogenesis and neural plasticityNeurogenesis and neural plasticity

We are constantly growing new brain We are constantly growing new brain cells and do so all our lives. Only we cells and do so all our lives. Only we can decide what our brains will can decide what our brains will become. become.

(a (a story…)story…)

Good news…


International



““Everything is connected to Everything is connected to everything else.”everything else.”


So, how do we infuse creativity and connectivity into our schools, universities, organizations, businesses and communities?

What sort of entity could serve as a catalyst, enabler or model for our 21st century institutions?

Governing Metaphors Governing Metaphors Visual ImagesVisual Images

What sort of entity could serve as a catalyst or model for our 21st century institutions?

Visual Visual ExplorerExplorer

Renaissance Center Renaissance Center for Innovation, Learning and Leadershipfor Innovation, Learning and Leadership

We envision a new institution, a uniquely 21st century center for learning, discovery and innovation which will bring together the domains of education, business, the arts and sciences in a revolutionary new research and learning environment.

Vision


The performing and creative arts will occupy center stage at this new institution, but not as destinations in themselves, rather as lightning rods for creative thinking across the disciplines and as new lenses for problem-solving, dialogue and research.

Research and Learning Environment


The challenges facing leaders in education, business and the social sector are today exceedingly complex and unsuited to solutions generated from within the silos of individual disciplines. Nor will these challenges will be resolved by a business as usual reliance upon traditional methods of analysis and the usual linear models of causality.

Challenges


More than ever before, there is a profound need for more imagination and ingenuity, for new conceptual frameworks and fresh approaches to the complexities of our world. Where will this come from? We must look bravely to a species of thinking and learning that flows from incendiary new perceptions and vivid new unifying insights.

“Knowledge is limited,” Einstein reminds us. “Imagination encircles the world.”

Imagination


Discovery and innovation in today’s world are more likely to be found at the crossroads of our disciplines than at their established centers, more likely to be revealed at the collision points of our cultures than in their mainstreams. “Only connect”, said Bateson. “This is how we make meaning, this is how we learn to think as Nature thinks.”

A working philosophy of interdisciplinary connections and

knowledge integration

Arts Arts Creative, Performing, Creative, Performing,

InterpretiveInterpretive

Connectivity Connectivity Interdisciplinarity, Interdisciplinarity,

Knowledge Integration Knowledge Integration

Research Research Creativity, Arts, Learning, Creativity, Arts, Learning,

Culture, NeuroscienceCulture, Neuroscience

Technology Technology Creative, Educational and Creative, Educational and

Systems SupportSystems Support


EducationTeacher Formation, Renewal, Professional Development, Educational Leadership, K-12 Arts Integration

(The Learning Arts)

Business, Government, NGOs

Leadership, Creativity, Innovation, Resilience & CRO Services

(Creative Leaps International)

Living Systems Science and Human

Values Sustainable

Technologies, Education, Public Interest

Imaginative Universities and

Business SchoolsCreativity, Leadership, Knowledge Integration,

Entrepreneurship

Teaching Artists and ConsultantsTraining, Mentoring, Professional Development

Harnessing the power and vitality of the arts to help organizations and their leaders access

multiple creative connections, deeper personal insights and rich new solutions to the challenges at

hand

Serving five inter-connected constituencies


Why a “Renaissance” Center?

Renaissance, from the French and Latin, meaning “re-birth”

1. Historically, the transitional movement in Europe between medieval and modern times beginning in the 14th century in Italy, lasting into the 17th century, and marked by a humanistic revival of classical influence expressed in a flowering of the arts and literature and by the beginnings of modern science

2. Universally, a movement or period of vigorous artistic and intellectual activity

We seek a 21 century renaissance of the human spirit -- enlivened by creativity, impassioned by learning and guided by wise and compassionate leadership. We seek a more vibrant and mutually sustaining relationship with our planet Earth. We seek a vigorous interplay among the arts, sciences and entrepreneurial pioneers. We seek ideas across all boundaries, cultures and disciplines. We seek a peaceful, sustainable, equitable society.

The Renaissance provoked inquiry, encouraged criticism, revealed a deeper, freer human nature, shattered narrow mental barriers and connected the disciplines of knowledge in a three century burst of creativity and invention.

Achievements of the Renaissance: a new way of regarding the material world and human nature, a new conception of humankind’s destiny and duties on this planet, a new culture and new intellectual perceptions penetrating every sphere of thought and energy -- and on the world stage, new reciprocal relations among the nations.


There is an emerging awareness among leaders, researchers and scholars that interdisciplinarity, knowledge integration, leadership and entrepreneurship:

are inextricably linked as 21st century sensibilities,

constitute the new high ground in higher education, scientific research and economic

development,

and may be achievable only through a vast systemic infusion of imagination, creativity and ingenuity.

Collateral Insights


Enter the mind processes and disciplines of the arts.

Synthesis

Facility with metaphor

Recognizing patterns

Solving problems in the absence of rules

Using imagination to see multiple perspectives

Learning to pay attention to nuance

Finely crafting with attention to detail

Comfort with ambiguity and paradox

Integrating input from the periphery of awareness: “peripheral learning”

Rigorous, disciplined preparation

Acting flexibly with purpose to approach a goal

Resisting closure: not connecting the dots too soon

An iterative working style keyed to deadlines

Engaging emotion as an integrator of learning

Expressing figuratively what cannot be expressed literally

Ensemble approaches to leadership and peak performance

Working with multiple levels of meaning and alternate modes of expression

Creating affirmative thinking environments where something different begins to feel possible

Faculty of Creative Leaps InternationalFaculty of Creative Leaps International

Richard Albagli“The Hero’s Journey”

Donna Wissinger“Top Form:

Habits of Excellence”

Paul Spencer Adkins“Of Color and Courage”

Jon Klibonoff “Risk, Focus, Flow”

Dianne Legro“The Kinesthetics

of Leadership”

John Cimino“Leadership: Thinking,

Perceiving & Judgment”

WE ARE TRANSMITTERSWE ARE TRANSMITTERS

We are transmitters, We are transmitters, natural transmitters of mysterious transmissions. natural transmitters of mysterious transmissions.

Whatever it is that we as parents and professionals give Whatever it is that we as parents and professionals give

or transmit to our children and colleagues,or transmit to our children and colleagues, it is far more than our mastery of subject. it is far more than our mastery of subject.

It is very much palpable essences of who we are It is very much palpable essences of who we are and our own impulses toward growth. and our own impulses toward growth.

We are transmitters of life, or the absence of life. We are transmitters of life, or the absence of life.

Our choice is clear.Our choice is clear.

John J. Cimino, Jr. Creative Leaps InternationalJohn J. Cimino, Jr. Creative Leaps International

845-469-7254 845-469-7254 [email protected]@creativeleaps.org

Contact InformationContact Information

John J. Cimino, Jr.John J. Cimino, Jr.President & CEOPresident & CEOCreative Leaps InternationalCreative Leaps International88 Hardscrabble Road88 Hardscrabble RoadChester, NY 10918Chester, NY 10918

[email protected]@creativeleaps.org

Metaphors of vision Metaphors of vision and explanationand explanation

Invent organizational Invent organizational metaphors for our metaphors for our universities, universities, businesses and businesses and familiesfamilies

as they are and as as they are and as they could be.they could be.

As the are As they could be

Universities

Businesses

Families

(Governing metaphors)

Reviewed by Eric Booth in Reviewed by Eric Booth in Teaching Artist JournalTeaching Artist Journal

Volume 5, Number 1 (2007)Volume 5, Number 1 (2007)

PersistingPersisting Thinking and communicating with Thinking and communicating with

clarity and precisionclarity and precision Managing impulsivityManaging impulsivity Gathering data through all sensesGathering data through all senses Listening with understanding and Listening with understanding and

empathyempathy Creating, imagining , innovatingCreating, imagining , innovating Thinking flexiblyThinking flexibly Responding with wonderment and aweResponding with wonderment and awe Thinking about thinking Thinking about thinking

(metacognition)(metacognition) Taking responsible risksTaking responsible risks Striving for accuracyStriving for accuracy Finding humorFinding humor Questioning and posing problemsQuestioning and posing problems Thinking interdependentlyThinking interdependently Applying past knowledge to new Applying past knowledge to new

situationssituations Remaining open to continuous learningRemaining open to continuous learning

We are what we repeatedly We are what we repeatedly do. Excellence, then, is not do. Excellence, then, is not an act, but a habit. an act, but a habit.

AristotleAristotle

Habits of MindHabits of MindDevelopmental Series (Volume 1)Developmental Series (Volume 1)

Edited by Arthur L. Costa and Bena KallickEdited by Arthur L. Costa and Bena Kallick

"Bridging the Ingenuity Gap in the 21st Century" (Creativity, Connectivity and the Mind’s Best...

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