The Presentation Script for Creative Thinking:

Matter Manner
Hi, I’m-------------------------------- [Teacher introduces himself]

[The teacher used appropriate accent,

intonation and gestures in order to
convince his message forcefully or
convincingly.]

That might appear a crazy thinking. But [Teacher introduces the topic]
there is something new in the thought or • Have you ever thought of private
somebody might take it an absurd idea. flying space- cars? If no, why? 
But there is something new in that. Such  
 
crazy ideas give birth to amazing things  
whose creation by a scientist is regarded  
an innovation.  
 
Such creative thinking can revolutionize  
the world we live in. So today, we • Can you name some innovations
would learn about creative thinking made by the European scientists?
which you should resort to while trying
to solve the problems you face. We’d
also learn how creative thinking takes
place, the guidelines for it and the
barriers on its way. Ready friends?
[ A question to students]
Introduction: • Do you think you are creative? Why
do you think so?
How to be creative/ innovative? How to
motivate and manage creative people?
All it requires, really, is letting people
think the way they like and never pose
any ideological barriers on their way of
free and divergent thinking.

Creativity/ creative thinking is a

process, not a product. One cannot teach
creativity. By establishing the proper
environment and offering
encouragement, one can certainly
facilitate the expression of creative
ideas. Station-e does the same for the
students. This kind of thinking gives us
a way to look at the future and various
solutions from a fresh angle. It’s a
thinking skill that gets us out of the
always-thinking-the-same-way rut.
While thinking creatively, we invent
something or modify or change the [ A question to students]
existing fact/ think in a new way.
• Can you give examples?
For example, a) the idea to move round
the world was an innovative idea that
took in Magellan’s mind. He was almost
successful in it. b) The cordless
telephones are the modified versions of
their wired counterparts.

To define concisely, innovative or [Teacher shows the first slide]

creative thinking means using thinking
skills to make new and useful
connections to what is known and
ordinary and bring creative solutions
from the information you have or
know. Aristotle had once said, [slide disappears]
“Something comes from something”,
and that’s the point of creative thinking
germination_ to make something new,
unique or different out of something old.

The creative/ innovative thinking

process:
Creative or innovative solutions are not
found quickly and / or coincidently as is
the general assumption among the
masses. In fact, the opposite is true.
[Teacher shows the 2nd slide]
[Teacher points out each item.]
The mental or intellectual process that
metes out creative solutions or
innovative ideas takes place in 4 stages:

1. Getting ready: [Teacher points out Getting ready]

This involves the following:
a. Recognizing, with sharp [slide disappears]
alertness, the time / moment of
the opportunity occurrence and
grabbing the solutions it offers
in the form of creative answers
or ideas.
b. Understanding of the problems
[along with their nature] that
confront us.
c. Understanding the nature of
the opportunity/ opportunities
in order to solve future
problems. • How do you gather information about
the problem you face?
d. Gathering relevant information
about the problem and
endeavouring to fit it or its
part to the concerned solution. [Teacher points out the 2nd point]

2. Contemplating over the

problem and the new ways to
find solutions: [slide disappears]
Creative or innovative thinking involves
the better understanding of the problem
by ‘chewing’ it well. It takes time, many
a time. However, scientists have proven
by means of their credible
experimentation that the best solutions
are found out after we segregate
mentally or intellectually from the
problem we confront. The subconscious
part of the human mind has the capacity
of connecting unrelated information to
the problem at hand and of finding
whether this information can be
modified in such a way as to become the
remedy for the problem or the source of
its solutions or the way leading to them.
[Teacher points out 3rd point]
3. The Aha!
By doing the above-mentioned process,
the solution(s) we are looking for [slide disappears]
come(s) to us like a flash of light or a
lightning_ a bolt from the blue. It occurs
generally after meeting the problem,
since the gap-period between meeting
with the problem and finding its
solution allows full of active thinking in
a new direction or through different
angles. Here you know more than you
thought you did. Archimedes’ shout,
“Eureka, Eureka” is the result of his
“aha”. [Teacher points out the 4th point]

4. Assessing the new thought/

solution(s): [slide disappears]
When you get some new thought or a
likely solution for the problem at hand,
you need to check it out for its
relevance, usability, utility value,
viability, safety extent, the extent of its
impact, its side-effects and so on by
means of your analytical thinking. For
example, suggesting flying cars as the
innovative solution to traffic problems is
unviable and, hence, need to be set aside
as a ‘dross’ for a while.
[Teacher shows the 3rd slide]
• Guidelines for Innovative or [Teacher points out each item.]
Creative thinking:
Creative thinking doesn’t wait for
anybody’s encouragement; but if given
any, it can work wonders. The following
guidelines for the innovative thinking
can prove very beneficial: [Teacher points out the 1st point]
1. Withholding your judgment:
When you withhold your judgment for a
while, you allow as many ideas as [slide disappears]
possible since it creates some ‘space’ for
their generation. This also benefits the
other way round in the sense that other
people would find it easy to mete out
their own creative/ innovative ideas as
they would know that their ideas [Teacher points out the 2nd point]
wouldn’t be judged right away.
[slide disappears]
2. Generating a large number of
ideas:
The creative solution(s) call(s) for the
ample fodder of a large number of
innovative ideas. So you need to
generate as many ideas as possible even
though it takes some more time. Now let
me test your ability to generate ideas.
• Give me ideas on increasing employee
efficiency of an organization
The more you dig deeper and wider into
the details of many possible innovative
ideas on the way to their germination,
growth and fruition or occurrence, the
greater the likelihood of finding the
“golden nuggets”_ i.e. creative
solutions. Perhaps, amongst many, the
‘last’ solution after a prolonged
deliberation can be a revolutionary
panacea; so, move unto the ‘last’. [Teacher points out the 3rd point]
3. Accepting the unusual or even
the queer:
Some ideas/ solutions generated in [slide disappears]
human mind might appear irrelevant or
disconnected or too unusual or queer to
be accepted. But then its occurrence
might have some sort of linking or, at
least, remote inkling with the present or
future problems. Instead of rejecting
such ideas or solutions outright, you can
store and preserve them as the probable
alternative solutions for the present
problems at hand or the solutions with
the likelihood of resolving the future
problems.
[Teacher points out the 4th point]
4. Forming new links:
Creative thinking enables the
germination of more ideas or solutions [slide disappears]
than the concerned problems. In a
creative climate, many of the options
give birth to new and unexpected
products and new ways of doing things.
Forming new links often comes after
thinking deeply, silently and widely
about the probable new relationship(s)
and / or relevance formed by the
newfound ideas which can likely befit as
solutions to the problems. If you come
across a queer idea, you can try to link it
with another queer idea. The number of
combinations you, thus, create can
increase manifold, giving rise to rich
creative thinking_ a kind of chain
reaction_ that would enable you, during
its course of happening, to find out
proper novel solutions or remedies
which would otherwise have been
impossible, had you indulged in [Teacher shows the 4th slide]
ordinary way or manner of thinking.
Barriers to Creativity [Teacher points out each item.]
Creativity is a constructive human virtue [slide disappears]
but to attain it needs removing certain
barriers on the way of our journey
towards it. One of the most important
steps in developing creative abilities is
recognizing and owning up to the
obstacles to devising much desired
creative ideas. [Teacher points out the 1st point]

A. The foremost barrier is baseless

• What are the features of baseless
assumptions.
assumptions?
[slide disappears]
For years the greeting card
companies laboured under the
fond assumption that their
competition was other greeting
card companies. No doubt this
affected—and constrained—their
creative efforts. However, the
unexpected popularity of sending
flowers and plants with just a
telephone call (e.g. Florists
Telegraph Delivery—FTD) soon
came in vogue. Then, after a few
years, people started sending
greeting cards via picture SMSes
and internet facilities.
[Teacher points out the 2nd point]
B. Unverified judgments are another
barrier. When was the last time
[slide disappears]
you quickly responded to an idea
with “It will never work,” or “We
tried that before,” or “They'll
never buy it”. Think about
judgments some European people
laughed at: “He'll fall off the end
of the earth” (about Christopher
Columbus), or “They'll never
replace horses” (said about
automobiles), or “Birds were
made to fly, not man” (said about
airplanes). What about the
judgments that are now accepted
as valid? Could today's blind
acceptance of things, as they are,
 inhibit creativity? The answer is
regrettably ‘yes’.

[Teacher points out the 3rd point]

C. Unfortunately, a common barrier
to creativity, the ‘right answer’
syndrome, is locked into people's
brains shortly after they begin [slide disappears]
their formal education, with the
get-the-right-answer focus typical
of our conventional education
system. Most school systems are
better at turning out ‘human
automatons’ who can memorize
and parrot the right answer
memorized over the years of
mechanical learning. These
systems are not so expert at
creating such geniuses who can
think and invent new or different
answers.
[Teacher points out the 4th point]
D. The FEAR FACTOR_ especially
that of failure_ is the greatest barrier • Why are we afraid of failure?
to creativity. [slide disappears]
Failure is actually contributes
significantly to creativity; it's a
tremendous learning tool. In fact, the
person can learn well by trial-and-
error method and be creative through
it, since it involves searching or
exploring various alternative answers
or solutions to the problem(s) via
divergent thinking method or
process.

My dear friends, today, we have

learnt about creative thinking which
you should resort to while trying to
solve the problems you face. We’ve
 also learnt how creative thinking
takes place, the guidelines for it and
the barriers on its way. Any
questions? 

[slide disappears]