Genius Project
Genius Project
Some years ago, I came up with the idea of the Genius Project (like the Manhattan Project). This was prompted by a desire to help graduate students in the job market—to make them stand out from others (having publications being neither necessary nor sufficient). But the idea can be applied to developing intellectual creativity generally. I had been interested in the subject of creativity since my undergraduate days as a psychologist, having read Arthur Koestler’s The Act of Creation and Jacques Hadamard’s The Psychology of Invention in the Mathematical Field. Can we encourage creativity in ourselves and others or must we wait for the muse to strike (or not, as the case may be)? Can people be trained to be more creative? This would clearly be a very valuable type of education, but is it possible? It seemed to me that it ought to be, and I had some ideas about how to do it. It was worth a try anyway. I now propose to share these with you.
My first piece of advice is this: when you wake up in the morning go straight to your desk and stare at a blank sheet of paper with a pen in your hand (easy right?). You can have a libation, but don’t eat anything. Don’t talk to anyone or read anything or check your email. Then ask yourself what interests you and sit there thinking about it. Write down whatever occurs to you, even if it seems feeble. If you can’t write anything, don’t move, just stay there. Do this for at least half an hour. Repeat the same thing the next day and every day; make it part of your routine, your daily life. Let your mind dwell on the topic for the rest of the day as you go about your business. Add to the page any further thoughts you may have. Your unconscious will do a lot of the work for you. Read anything relevant to the topic at whatever time suits you, but don’t read during your creative time (call it that if it helps). Do this at the beginning of your studies; don’t wait till you think you know enough before you start being creative. Get into the habit of being creative. I think you will find that your brain will work on the subject during the night in anticipation of your morning routine; it will know what is being demanded of it. The principle is very like practicing a musical instrument or an athletic skill—a sort of brain-shaping.
Next you need some exercises that flex your creativity muscles. Several can be suggested but the one I prefer is simple and effective: think of variants of the phrase “cruising for a bruising”. This is simple to do, suitably taxing, and good mental fun. Thus: angling for a mangling, strutting for a gutting, aiming for a maiming, hiking for a spiking, heading for a beheading, gliding for a hiding, rushing for a crushing, strolling for a rolling, skipping for a whipping, lurching for a birching, training for a braining, accelerating for an eviscerating, travelling for an unravelling, praying for a slaying, escaping for a raping, streaming for a creaming, crawling for a mauling, ambulating for an amputating, tobogganing for a flogganing, etc. Try to follow the rules of the game, but you can let yourself break them slightly if the result is good (as in my last example). Playing this game competitively with other people is permitted and good clean fun. You can add the shortest books game if you feel like it. This will get you used to inventing stuff.
You should also read verbally creative writers. I always recommend Nabokov, with Lolita as the best specimen. Read it for the language not the story, a page at time. Notice his verbal tricks and resistance to cliché. Try to copy it. Lewis Carroll is good too. I also think you need to develop your sense of humor, because humor often involves novel ways of seeing things as well as verbal dexterity. I particularly recommend Oscar Wilde, Max Beerbohm, and P.G. Wodehouse. A sophisticated sense of humor is close to intellectual creativity—not least because it questions current pieties and stock responses. People often tell you to “think outside the box”—that’s okay but rather crude. Think outside what other people think is a better way to put it. Criticism is essential to creativity. Richard Dawkins’ The Selfish Gene is a critically creative work, a rethinking of accepted facts. It’s wrong to say that creativity requires being you—it’s a good idea to imitate other creative people. Imitation is a useful way to learn, because the brain is set up that way. Copying helps with being creative, at least in the early stages. Autobiographies are useful. I also think it is good to have wide interests, so that you see unexpected connections. Specialization is the death of creativity, even if it feels safe.
Of course, there is no algorithm for creativity (“genius”). But I think there are ways to stimulate it. Personality is also a factor. Conformity won’t do at all, or a desire for acceptance and popularity. You have to have some guts. You need to be some sort of contrarian, maverick, revolutionary.[1]
[1] Isn’t it strange that we pedagogues never try to teach creativity directly, though we clearly value it? We appear to think it will come automatically or it won’t come at all (we don’t think this about logic and rationality). Perhaps we think the whole thing is inscrutably mysterious, a gift from God. I resist such defeatism! We need to get more creative about teaching creativity.
