We can show fairly conclusively that all our children can create. The challenging part is that there is no magic moment of creation. Creators spend almost all their time creating, persevering despite doubt, failure, ridicule, and rejection until they succeed in making something new and useful. There are no tricks, shortcuts, or get-creative-quick schemes. The process is ordinary, even if the outcome is not.
Creating is not magic but work, and we must teach this to our children.
The best artists, scientists, engineers, inventors, entrepreneurs, and other creators are the ones who keep taking steps by finding new problems, new solutions, and then new problems again. The root is innovation is exactly the same as it was when our species was born: looking at something and thinking, “I can make this better.”
The vast majority—98 percent—of teachers say creating is so important that it should be taught daily, but when tested, they nearly always favor less creative children over more creative children.
This is not restricted to schools, and it persists into adulthood. Decision makers and authority figures in business, science, and government all say they value creation, but when tested, they do not value creators.
Why? Because people who are more creative also tend to be more playful, unconventional, and unpredictable, and all of this makes them harder to control. No matter how much we say we value creation, deep down, most of us value control more. And so we fear and favor familiarity. Rejecting is a reflex.
Click images for draft of New Rochelle Magazine