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´╗┐Torrance's Theory On creativity

from: Motivated Lifestyle - Archive Material

Much has been said about Professor Emeritus E. Paul Torrance's theory about creativity. Throughout his entire sixty year career, most of his time and efforts have been focused on developing and creating a new view as to what creativity really is. These efforts have deviated from the usual standard methods of basing one's intelligence and thinking capacity on intelligence quotients or IQ alone.

Creativity is a fragmentation of ones's intellect Torrance says, but there does remain a multitude of other abilities that are linked with an individual's personal intellectual abilities. He adds that for kids and adults to be able to fully develop their creative faculties, their best talents and capacities should be recognized and encouraged, even if they do deviate from the accepted norm.

Torrance's theory on creativity banks on the concept that increased awareness of a person's creativity in all its possible forms, is what will help people cultivate themselves. This realization is what has given birth to the building of programs for the gifted all over the world.

At first, many people thought Torrance's proposed testing methods for creativity were impossible to execute, because a lot were arguing that creativity is something that is impossible to gauge or measure. Another argument against it was that it would be difficult to create a test that all people, regardless of age race or background would respond to. Surprisingly Torrance's tests on creativity have been found to be so effective that they have already been translated into nearly fifty languages.

Torrance's tests basically have two thrusts to them, namely figural, and verbal. The verbal thrust involves students or test takers making use of their intellectual capacities, to invent new uses for the most common or mundane of things, such as an earphone, or a piece of paper.

The proctor or test giver will first ask the students to explain how a particular object can be used alternatively, then their answers arescored against a given grid, who values are based on flexibility or the number of categories for the response. They are also based on the originality or the uniqueness of the idea as opposed to the previous answers, and the fluency or the number of possible alternatives given, and the explanation or explanation for each of the concepts they produced.

The figural part of the Torrance test is more objective, and it begins with the student being introduced to a simple shape or figure, and then asked to relate this figure to something a little more complicated. The responses are then recorded against the same criteria as the verbal thrust.

Those people who have been exposed to Torrance's theory on creativity have said that the test was not intrusive, and therefore was comfortable to deal with. Unlike intelligence tests, Torrance tests do not deal with questions that directly exclude other people. Its components are so carefully crafted that anybody from any kind of background will be able to relate to it without difficulty.

Dr Torrance's theory has shed a new light into developing the creative side of people. Parents are now able to determine how to best cultivate the capacities and talents of their kids, educators are better informed of possible strategies to enhance the learning and information absorbing skills of their students, and counselors are discovering novel methods to boost learning opportunities for their clients.


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