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%SECURITY AND CREATIVITY 781010
People who are not secure are not free to be
creative. Creativity involves coping with: new ideas,
images, fantasies, dreams, combinations, concepts, words,
feelings, experiences, visions, emotions, relationships,
realities, values, priorities, affirmations, judgments,
etc. The new is usually threatening to the old. Insecure
people do not seek such threatening experiences. Thus, to
promote creativity we must promote appropriate kinds of
security.
Security which is sought through invulnerability will
not promote creativity, because such security does not
involve spiritual security. It is a pseudo-security.
Invulnerability is a sign of a high level of insecurity.
Only emotionally insecure people seek invulnerability. We
can not promote creativity by providing invulnerable
strongholds to which to retreat. People who are seeking
invulnerability or who believe they have achieved
invulnerability do not seek to initiate changes with the
freedom which is characteristic of meaningfully creative
people.
Security which is based upon competency is not the
basis for creativity, because competency is conditional.
Competency is competitive, because the recognition of
competency is comparative in a competitive society. Thus
competency does not offer meaningful security---there is
always the threat of others becoming more competent, and
raising the standards in terms of which judgments are
made. Conditional competency does not provide security
for creative people.
Security which is based upon personal favoritism does
not provide a basis for creativity, because personal
favoritism tends to be highly conditional. Creativity may
initiate changes which will undermine the conditions for
personal favoritism. People who are compulsively seeking
others' favor---tend not to be very creative. They tend
to conform to the perceived expectations of those whose
favor they court.
Teachers who would help their students be creative
need to work to provide their students with meaningful
security which truly promotes creativity.
(c) 2005 by Paul A. Smith in
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