Creative Process Theory
Creative process theory (CPT) is an overarching framework used to explain and understand the cognitive, neurological, and psychological processes involved in the creative process. CPT was first developed in the mid-twentieth century by psychologist J. P. Guilford who, in 1950, published a landmark paper outlining his theory regarding the basic processes of creativity. Since then, the theory has been continuously built upon and revised, providing researchers and practitioners with invaluable insight into how the creative process works and how it can be effectively utilized.
CPT is based upon the notion that creativity is composed of two distinct yet interrelated processes. The first of these is an output-oriented process, wherein individuals utilize their creative abilities to generate original ideas and solutions. This output-oriented process is further subdivided into two components: idea generation and idea evaluation. Idea generation involves brainstorming, creative problem solving and other skills related to conceiving and exploring innovative solutions to abstract problems. Idea evaluation refers to the process of critically analyzing and assessing ones own solutions.
The second component of CPT is an input-oriented process, wherein individuals gather and process information from the external environment in order to generate and evaluate new ideas. This portion of the creative process involves the selection and integration of relevant resources, such as knowledge and experience, and is often referred to as ‘knowledge acquisition’. CPT postulates that the input-oriented process and the output-oriented process must occur in tandem in order to create a truly successful, innovative outcome.
To better understand the dynamics of CPT, we must consider the four main stages of the creative process: problem set-up, idea generation, idea evaluation, and implementation. Problem set-up is the first step in the creative process and involves defining the specific problem or task. Idea generation and idea evaluation then occur in succession to produce a solution or new product. Finally, implementation requires taking the proposed solution or product and transforming it into a real-world application.
It is important to note that CPT should not be thought of as a static, linear process. Rather, CPT is best understood as a dynamic, non-linear system, wherein various elements interact in various ways to produce a creative outcome. For instance, idea generation and idea evaluation can either occur simultaneously or be separately executed; similarly, problem set-up and implementation can either coincide or be independently completed.
From an academic perspective, CPT has many applications in fields such as psychology, education, and business. Understanding CPT can help researchers identify and explain the interrelationship between the various activities involved in the creative process, as well as how these activities interact with each other to foster creativity. On a practical level, CPT can be utilized in educational settings to observe and analyze how individuals learn and develop creative skills, and in business settings to recognize the effectiveness of various creative approaches and strategies.
In conclusion, creative process theory provides a useful framework for explaining and understanding the cognitive, neurological, and psychological processes involved in creativity. CPT postulates that these processes are composed of an output-oriented process, where individuals generate and evaluate ideas, and an input-oriented process, where they gather and process information from the environment. By recognizing the four distinct stages of CPT—problem set-up, idea generation, idea evaluation, and implementation—as well as their associated interrelationships, individuals can better comprehend the creative process and its potential applications in both academic and practical settings.
