4.2.2 The Creative Process

One of the earliest descriptions of the creative process was provided by Wallas. He described four stages for this process including: preparation, incubation, illumination and verification. Research regarding the creative process relied upon retrospective reports, observation of performance on a time‑limited creative task, factor analysis of the components of creative thinking, experimental manipulation and study of variables presumably relevant to creative thinking and simulation of "creative" processes on computers.

Some of the questions relating to the creative process include: What are the stages of the creative thinking process? Are the processes identical for problem solving and for creative thinking? What are the best ways to teach the creative process? How can the creative process be encouraged? Is the creative process similar in different contexts?

The usually mentioned description of creative learning is sometimes equated with what is meant by the creative process. In both, there is a description of various stages of thinking and problem solving when an individual is confronted with a challenge or opportunity. These stages provide the basis for the creative problem solving (CPS) process. Current thinking about the CPS process describes the process as having two mutually ‑ important types of thinking. Osborn originally referred to these as imaginative and evaluative. Current language for these types of thinking is creative and critical, respectively. Creative thinking involves making and communicating meaningful new connections to: think of many possibilities; think and experience in various ways and use different points of view; think of new and unusual possibilities; and guide in generating and selecting alternatives. Critical thinking involves analyzing and developing possibilities to: compare and contrast many ideas; improve and refine promising alternatives; screen, select, and support ideas; make effective decisions and judgments; and provide a sound foundation for effective action. These two types of thinking are seen as mutually important components of effective problem solving. Although much of the historical emphasis within programs which teach CPS has been on the development of divergent thinking, there is an increasing emphasis on providing a balanced approach including the development of both divergent and convergent thinking skills. This more balanced approach is consistent with recent research in the problem solving and intelligence fields.

Much of the emphasis regarding the creative process involves the teaching or training of explicit methods and techniques in order to help solve problems and think more effectively.

Despite the difficulties inherent in the problem‑solving literature (research based on highly artificial problems, a wide variety of tasks and studies, and others), several lines of inquiry appeared fruitful:

First, there is some evidence that various heuristics are used by effective problem solvers in many areas of activity when confronted by new types of problems and that these heuristics can be identified. Second, there are converging lines of evidence that a major role is or can be played by a managerial function that selects strategies and plans attacks on problems. Finally, the study of how problem solvers within specific fields learn to solve the field‑specific problems they face suggests several generic skills that cut across fields.

These findings are qualified by pointing out that the actual field or context within which the problem solving occurs provides the requisite knowledge as well as the procedures and outlets necessary to implement the generic skills.

The connections which exist between the creative process and teaching for thinking are well‑documented in a vast collection of literature. There are many historical antecedents for this type of teaching. One of the earliest spokespersons of the importance of the deliberate development of thinking was Dewey. He charged teachers with the responsibility to know the process of reflective thought and facilitate its development, indirectly, in students by providing appropriate conditions to stimulate and guide thinking.

Dewey's work continues to be a focal point for those concerned with the development of thinking skills.

Another emerging line of inquiry within the broad area of the creative process is the concept of mental imagery and its place in creative problem solving. There is a growing amount of information regarding the concept of imagery and visualization.