1. Module 10A Theory on Knowledge and Horisontal Thinking Estimated time: 45+ min

2. Write reflection notes all day Empty your mind of thoughts all the day One reflection for each paper

3. Knowledge

4. Knowledge and creativity Analogical transfer Synthesis Association Retrieval of memory Combination of existing memory Combination of knowledge Weisberg, R. W. (1993). Creativity: Beyond the myth of genius. New York, Freeman Finke, R. (1990). Creative imagery: Discoveries and inventions in visualisation. Hillsdale, NJ, Erlbaum Becker, M. (1995). Nineteenth-century foundations of creativity research, Creativity Research Journal, vol. 8, no. 3, 219-229

5. Activate already existing knowledge Knowledge may provide the building blocks out of which new ideas are constructed It is the retrieval of existing structures from memory that makes it possible to create new ideas Weisberg R. W. (2007). Creativity and Knowledge: A Challenge to Theories. In Sternberg, J., Handbook of Creativity, Cambridge University Press Smith, S. M. (1995). Fixation, incubation, and insight in memory and creative thinking. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.), The creative cognition approach (pp. 135–156). Cambrigde, MA: MIT Press.

6. Expertise blocks creativity Too much experience within a field may restrict creativity Past experience is bad when new rules are introduced De Bono, E. (1968). The Mechanism of Mind, Pelican, 1968. Frensch, P. A., & Sternberg, R. J. (1989). Expertise and intelligent thinking: When is it worse to know better? In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 5, pp. 157– 188). Hillsdale, NJ: Erlbaum

7. Avoid examples Recently activated knowledge (e.g.. from examples or recent learnings) becomes an involuntary mental block Smith, S. M., & Tindell, D. R., (1997). Memory blocks in work fragment completion caused by involuntary retrieval of orthographically similar primes. Journal of Experimental Psychology: Learning, Memory and Cognition, 23, 355–370

8. Avoid examples Even if the students were explicitly told to do as differently as possible from examples, they developed ideas very similar to the examples given Marsh, R. L., Landau, J. D., & Hicks, J. L. (1996). How examples may (and may not) constrain creativity. Journal of Memory & Cognition, 24, 669–680

9. Postpone analysis of ideas until it is fully developed The creative product is not comprehensible or analyzable in terms of what was known before Hausman, C. (1984). Discourse on novelty and creation. Albany: State University of New York Press.

10. Your brain as a mental library Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

11. Content of your mental library Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250 teeth care disciplin soccer garden boatcon- struction

12. STIMULI: Access to knowledge Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250 harbor weather worms food fisherhat

13. Tools for knowledge application

15. 3D CASE: Words meet 1. You need a pen and a block of paper (post-its) 2. Write as many nouns (words) as possible – One per piece of paper 3. Find togehter two and two with someone who has the opposite colour clothes on as yourself 4. Now pick one piece of paper each and put them next to each other. Together they create a new word. Generate ideas to explain each other what the new word means and the potential it has for the world. Help each other in the idea generation 5. Continue with new word combinations everytime you have generated one ideas 6. Demonstrate 7. Whoever has the brightest clothes on starts

16. Please sit down

17. Idea generation tools Lateral thinking (Word-stimuli, Picture-stimuli, Provocation-stimuli) TRIZ (Principle-stimuli) Synectics (Person-analogy-stimuli) Gordon, W. J. (1961). Synextics, New York, Harper Altshuller, G., Shulyak, L., Rodman, S. & Fedoseev, U. (1997). 40 principles: TRIZ keys to innovation. Technical Innovation Center de Bono, E. (1992). Using the power of lateral thinking to create new ideas, New York, HarperCollins

18. The solution to your problem has already been found somewhere else Creativity is about searching your mental library Altshuller, G. (1986). To find an idea: Introduction to the theory of inventive problem solving. Novosibirsk, Russia: Nauka Where is the idea Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

19. Definition of vertical thinking: Application of knowledge directly related to problem Definition of horizontal thinking: Application of knowledge NOT related to problem Altshuller, G. (1986). To find an idea: Introduction to the theory of inventive problem solving. Novosibirsk, Russia: Nauka Vertical vs. Horizontal thinking Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

20. teeth care disciplin soccer garden boatcon- struction Vertical thinking Horizontal thinking

21. BAD example of Horizontal thinking

22. BAD example of Horizontal thinking

23. GOOD example of Horizontal thinking

24. Summing up: Four tools for radical new thinking Task focus Parallel thinking No-experienced judgement Horizontal thinking