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                           %PERCEIVING IMPLICATIONS 731107

     Creativity   is  in  most  instances  the  result  of
perceiving  implications in the association of  previously
un-associated   ideas,    information,    new   questions,
processes,  etc.  To accumulate without re-association  is
not  creative.    The random  re-association  of  familiar
elements is  a little step towards creativity,  but it  is
not in itself creativity.

     Many  people  are  content  to  consider  traditional
associations  of  ideas,   information,   questions,   and
processes.  Authoritarian persons tend to be so contented.
By  failing  to seek novel new associations of  previously
un-associated elements ---  they fail to open  the door to
creativity.

     Perceiving  implications  in new associations is  not
inevitable  in any case.  The self must be free to see new
possibilities without the inhibiting effect of  collusions
and debilitating unexamined assumptions.   It takes a high
level of emotional security to perceive implications which
are  new.    If  self  is  preoccupied  with   traditional
definitions  of good and evil  ---   it is difficult to be
open to  new  associations nor the possibilities to  which
they  point.   Authoritarian systems can not anticipate in
many   new   possibilities   and   supply   criteria    of
acceptability  for  those  new possibilities.   In such  a
situation   it   may  be  safer  not   to   consider   new
possibilities---and so not seek new combinations of ideas,
information,  questions,  and processes. Stagnation may be
safer, but is it safer?

     Traditional science education tends to focus  on  the
accumulation  of  old ideas.  Rarely has science education
tried  to  focus  students'    attention   on   perceiving
implications  of  new associations of old ideas.   This is
difficult to transcend---because by the time a  curriculum
has  been generated to include  directions  as to what new
associations  of old ideas are to be considered,  much has
become  old  again.   This means that the student  must be
granted more freedom than is possible within a  curriculum
designed  to maintain standards of educational excellence.
Perhaps it is an impossible situation.  Perhaps a  miracle
is in order.
                         (c) 1999 by Paul A. Smith in
  GO:  essayz.com     "Search for Integrity and Honesty"
                    (On Being Yourself, Whole and Healthy)

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