Hi Scott, thank you so much for this beautiful exchange of thoughts and personal experiences with David. It gave me profound revelations about my own way of working and how to improve it to be more practical, not just intellectually super fun. 🤓🙂🙃🤓
Just watched your Live today. And wow - I must read Inside the Box soon. I think I've intuited this constraint theory for awhile, but glad to hear about it from someone who understands why it works. My husband and I play a game of "choose 3" when we're deciding which restaurant to eat at. One person chooses 3 restaurants, then the other picks from one of those. It makes for a quicker decision than starting from 100 restaurants in the area. A first-world privilege "problem", to be sure.
Hi Scott. I've been reflecting on this conversation alongside the current Science of Learning debates.
There's a position in cognitive science, as applied to education, that creativity isn't a teachable/transferable standalone skill. That it emerges from knowledge, so explicit knowledge instruction is all that's required.
But the constraints framework David outlines here looks exactly like a cross-domain, teachable creative skill.
Do you have any thoughts on this, or know of any research into the effectiveness of teaching creativity as a transferable stand-alone skill?
I loved this format and this topic. Thank you!
It was great seeing you both!
I hope you keep doing them, it's clear you're a great and knowledgeable interviewer.
I arrived nearly the end and it was still entertaining.
I look forward to listen to the rest. Thanks SBK! (as our dear Susan Cain calls you)
Well done and yes please continue with these interviews. I plan to incorporate constraints into my reading and my ideation.
Hi Scott, thank you so much for this beautiful exchange of thoughts and personal experiences with David. It gave me profound revelations about my own way of working and how to improve it to be more practical, not just intellectually super fun. 🤓🙂🙃🤓
Thank you very much. Great topic!😊
Just watched your Live today. And wow - I must read Inside the Box soon. I think I've intuited this constraint theory for awhile, but glad to hear about it from someone who understands why it works. My husband and I play a game of "choose 3" when we're deciding which restaurant to eat at. One person chooses 3 restaurants, then the other picks from one of those. It makes for a quicker decision than starting from 100 restaurants in the area. A first-world privilege "problem", to be sure.
Hi Scott. I've been reflecting on this conversation alongside the current Science of Learning debates.
There's a position in cognitive science, as applied to education, that creativity isn't a teachable/transferable standalone skill. That it emerges from knowledge, so explicit knowledge instruction is all that's required.
But the constraints framework David outlines here looks exactly like a cross-domain, teachable creative skill.
Do you have any thoughts on this, or know of any research into the effectiveness of teaching creativity as a transferable stand-alone skill?