Holistic Approaches to Creative Problem Solving

HOLISTIC APPROACHES TO CREATIVE PROBLEM SOLVING

Cynthia Burnett

A thesis submitted in conformity with the requirements for the degree of Doctor of Education Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto

HOLISTIC APPROACHES TO CREATIVE PROBLEM SOLVING Doctor of Education, 2010 Cynthia Burnett Department of Curriculum, Teaching and Learning University of Toronto

Abstract

This qualitative research study explores the complex phenomenon of intuition within the

Creative Problem Solving process. The first part of the study utilized 100 alumni, students, professors, and visiting professors of the International Center for Studies in

Creativity (ICSC). These participants were asked a series of questions in order to help the researcher answer the questions: How do creativity practitioners construe intuition?

What role does intuition play in the Creative Problem Solving (CPS) (Miller, Vehar &

Firestein, 2001; Noller, Parnes & Biondi, 1976; Osborn, 1953; Puccio, Murdock &

Mance, 2006) process?

The second part of the study involved eleven graduate students enrolled as Creative

Studies majors at ICSC who were participants in a course on holistic approaches to

Creative Problem Solving. The study explored the questions: Are intuitive tools and techniques effective in CPS? If so, when are they effective? When CPS is taught from a holistic perspective, is transformation likely to occur? Four theoretical models, including: a definitional model of intuition; a skill set for intuition, a process to improve the effectiveness of intuitive tools; and a transformational model of learning, were developed. These models were designed as a way for creativity practitioners to understand this phenomenon and to incorporate it into their practices.

ii Acknowledgments

To my best friend and soul mate, Andy Burnett. Thank you for loving me unconditionally, for always believing in me, for lifting me up when I hit the floor, and for making me laugh every single day. I love you always and forever. Thanks for picking me.

To my Mom and Dad, who taught me the greatest skill to have in life- hard work and dedication. This skill has led me down this wonderful journey of learning. I love you both and appreciate all that you do for me.

To Dr. Linda Cameron, thank you for adopting me as one of your children. I have appreciated your gentle and loving approach to advisement. Your class on play brought back my creative spirit- thank you.

To Dr. Lee Bartel, thank you for all of the feedback and advice. You had a special way of grounding me when I really needed it.

To Dr. Jack Miller, your words have inspired so much of my thinking. Thank you for being open to my ideas.

To the two greatest friends a person could ask for while working on her doctorate-

Dr. Sue Keller-Mathers and Dr. John Cabra. Sue- thank you for cheering me on, putting me in my place, and giving me great advice. John- Thank you for believing in me and my research, and for taking time out to mindfully listen when I needed advice. I will always be grateful to both of you. It is time to collaborate!

To Janice Francisco, your non-stop energy and enthusiasm toward this topic has kept me going for the last three years. Thank you for your friendship and for being my

iii sounding board on this journey. Now it is time to write the book.

To Tara Bissett, who set up the intuitive tools in her Master’s project and continued to be a sounding board- thank you.

To Sara Yager, who openly listened to me talk about this thesis for the last two years and who cheered me on in the end- thank you.

To the faculty of ICSC- Gerard, Roger, Mike, Jo, and Jeffrey. Thanks for being the best team in the world to work with and for supporting me in this process.

To the eleven students who opened and shared their hearts wit