Last week, Po Bronson and Ashley Merryman wrote an essay on “The Creativity Crisis”. In the short but compelling read, the authors describe the “Torrance kids”—a longitudinal study that has tracked 400 Minneapolis children for over 50 years with the goal of understanding the impact of high creativity potential. As a part of the study, the children performed a 90 minute series of tasks to assess their creativity. And for the past 50 years, the leaders of the study have tracked those children in great detail…”recording every patent earned, every business founded, every research paper published, and every grant awarded…”Recently, university professors have analyzed the initial Torrance data set (along with the results of 100,000s of Torrance scores) and have found the predictive accuracy of the Torrance test to be highly accurate. Kids who scored high on the Torrance test did grow up to achieve more creatively in their lifetimes, and the correlation between childhood creativity and lifetime creativity is higher than that for childhood IQ. Some more interesting revelations include:
1) Americans are getting less creative!
With IQ scores, each generation scores a little better. However, American creativity scores on the Torrance test peaked in 1990, and have fallen significantly since then. Of particular concern, the scores of elementary school age children (kindergarten through 6th grade) have declined the most.
2) Education reform is not helping!
Whereas many other countries have focused on greater creativity development in school curricula, US education programs are doing just the opposite. The shift towards nationalized testing and rote memorization enables greater standardization (which is positive) but has also limited the ability of schools to allot time to creative-oriented classes.
3) Creativity is NOT a right-brained activity!
Recent neuroscience studies indicate that creativity actually requires both sides of your brain. In solving problems, your left brain activates first to find answers based on prior solutions. If none exist, your right brain turns on to find more disparate info, making it available for your left brain to scan for unusual answers or meanings. If something comes to the fore, the left brain focuses and pulls together the idea.
On my engagements, I’m always a little miffed when the client basically equates innovation with creativity. The challenge often is not creativity, but a genuine interest in implementing something more risky and outside of the core. But as I reflect on this article, I cannot underestimate the value of problem solving techniques that meld divergent and convergent thinking in driving innovation. And if that is at the heart of “creativity”, then 1) we really should treat declining creativity scores as a crisis and 2) we should make greater investments not only in Math and Science education but creativity education as well.





