Despite what you might have been taught — everyone can be creative.
It’s too easy to think of creativity as just being reserved for musicians, artists and writers. In reality, creativity can be used in all jobs and in all areas of life.
I’m referring to creative traits such as thinking outside the box, finding new solutions to old problems, and combining two ideas to invent a new one.
For example, think of Henry Ford. He gave people automobiles, when at that time, they probably just wanted faster horses!
And, then there is Elon Musk. He found a workable solution to the problem of congested roads in towns and cities — the Hyperloop! This is an underground tunnel system that is designed to connect major conurbations using clean, ultra-fast capsules that can carry passengers, cars and freight. In the case of cars — Musk envisages elevators taking the cars down to the tunnel system. Ingenious.
As a final example, I want to tell you about Saltwater Brewery in Florida. They’ve created six-pack rings that are edible by marine life. So instead of the six-pack rings ending up in the ocean and killing sea creatures, these rings actually feed them. They’re made from the by-products of beer brewing, and contain either barley or wheat, and are not just safe for fish to eat — but humans can eat them too!
Let’s turn now to see how improving your creativity can improve your life.
Creativity Will Improve Your Outlook
As a Psychology Today article reveals, people who practice everyday creativity (like finding new ways to work, preparing meals and solving crosswords) share personality traits with those we regard as ‘genuinely’ creative, such as: artists, designers and musicians.
The shared traits include:
Some studies also suggest that people who regularly indulge in creative pursuits are less judgmental and more flexible.
It’s no wonder then, that there is a proven link between creativity and enhanced mental health (this could be due to creative thinkers’ superior problem-solving skills).
I hope I’ve said enough to convince you that exploring your creative side can improve your outlook on life.
So what’s the best way to get creative?
Boost your confidence.
When you have ample self-confidence, you won’t be afraid to try new things and to break out of your comfort zone. Both of these things will put you in touch with your inner creative genie — who’s just waiting to work their magic on your behalf!
But, how can you boost your confidence?
…by constantly facing and overcoming challenges.
Creativity Will Increase Opportunities
Creative individuals often notice more opportunities in life.
Because they’ve learned how to find a way to turn any obstacle into an opportunity by tackling it from another angle. They’re also more likely to SEE the opportunity in the first place, just by having an open mind; whereas someone who is not tapping into their creativity may miss these hidden opportunities.
For example, one of my friends recently lost his job as a senior administrator for an insurance company. He’d worked there for more than 10 years, and although he wasn’t excited by the job, it paid his bills.
When he was told that his job was to go, he was initially shocked and knocked off track. However, my friend is a resilient and creative soul, and within a few days, he’d formulated a plan to not only secure a new job, but also to make a positive change in his career. He did this by taking his administrator skills and his deep knowledge of finance and insurance and turning himself into a business consultant.
It’s still early days for him, but he’s already secured several clients, and I predict his new career will be a happy and successful one.
If you feel stuck in a rut, then try some (or all) of these things to break yourself free:
Get moving – yes, staying still is staying stuck; moving is getting unstuck!
Look for the positives – when you do this, you’ll open the door to opportunities.
Start small – you don’t necessarily need to make a big jump; instead, you can make small changes that create an unstoppable forward trend.
Creativity Gives You Freedom to Mess Up
“I have not failed. I’ve just found 10,000 ways that won’t work.” ― Thomas A. Edison
I love that quote, as it cleverly demonstrates that creativity is all about experimentation. And, experimentation often means making mistakes!
If you’ve ever watched a graphic designer at work, you’ll notice one thing: they’re constantly changing things until they get the look and feel that they desire.
That’s how most creative people work. They keep trying new and different things until they have that aha moment.
So how about you?
Are you currently afraid to try new things?Perhaps because you’re worried about losing face?
If you are, then you’re holding back your creative potential. To unleash it, I recommend throwing caution to the wind and pushing yourself through your self-created mental barriers.
Once you’ve learned to have thoughts and ideas that are free from your current conditioning, then you’ll have learned the secret to living a creative life.
We all have creativity within us. And, by adopting the suggestions above, you can tap into this hidden force for good. When you do that, your life will take on a new trajectory — one that leads to happiness, fulfillment and success.
Josh Waitzkin has led a full life as a chess master and international martial arts champion, and as of this writing he isn’t yet 35. The Art of Learning: An Inner Journey to Optimal Performance chronicles his journey from chess prodigy (and the subject of the movie Searching for Bobby Fischer) to world championship Tai Chi Chuan with important lessons identified and explained along the way.
Marketing expert Seth Godin has written and said that one should resolve to change three things as a result of reading a business book; the reader will find many lessons in Waitzkin’s volume. Waitzkin has a list of principles that appear throughout the book, but it isn’t always clear exactly what the principles are and how they tie together. This doesn’t really hurt the book’s readability, though, and it is at best a minor inconvenience. There are many lessons for the educator or leader, and as one who teaches college, was president of the chess club in middle school, and who started studying martial arts about two years ago, I found the book engaging, edifying, and instructive.
Waitzkin’s chess career began among the hustlers of New York’s Washington Square, and he learned how to concentrate among the noise and distractions this brings. This experience taught him the ins and outs of aggressive chess-playing as well as the importance of endurance from the cagey players with whom he interacted. He was discovered in Washington Square by chess teacher Bruce Pandolfini, who became his first coach and developed him from a prodigious talent into one of the best young players in the world.
The book presents Waitzkin’s life as a study in contrasts; perhaps this is intentional given Waitzkin’s admitted fascination with eastern philosophy. Among the most useful lessons concern the aggression of the park chess players and young prodigies who brought their queens into the action early or who set elaborate traps and then pounced on opponents’ mistakes. These are excellent ways to rapidly dispatch weaker players, but it does not build endurance or skill. He contrasts these approaches with the attention to detail that leads to genuine mastery over the long run.
According to Waitzkin, an unfortunate reality in chess and martial arts—and perhaps by extension in education—is that people learn many superficial and sometimes impressive tricks and techniques without developing a subtle, nuanced command of the fundamental principles. Tricks and traps can impress (or vanquish) the credulous, but they are of limited usefulness against someone who really knows what he or she is doing. Strategies that rely on quick checkmates are likely to falter against players who can deflect attacks and get one into a long middle-game. Smashing inferior players with four-move checkmates is superficially satisfying, but it does little to better one’s game.
He offers one child as an anecdote who won many games against inferior opposition but who refused to embrace real challenges, settling for a long string of victories over clearly inferior players (pp. 36-37). This reminds me of advice I got from a friend recently: always try to make sure you’re the dumbest person in the room so that you’re always learning. Many of us, though, draw our self-worth from being big fish in small ponds.
Waitzkin’s discussions cast chess as an intellectual boxing match, and they are particularly apt given his discussion of martial arts later in the book. Those familiar with boxing will remember Muhammad Ali’s strategy against George Foreman in the 1970s: Foreman was a heavy hitter, but he had never been in a long bout before. Ali won with his “rope-a-dope” strategy, patiently absorbing Foreman’s blows and waiting for Foreman to exhaust himself. His lesson from chess is apt (p. 34-36) as he discusses promising young players who focused more intensely on winning fast rather than developing their games.
Waitzkin builds on these stories and contributes to our understanding of learning in chapter two by discussing the “entity” and “incremental” approaches to learning. Entity theorists believe things are innate; thus, one can play chess or do karate or be an economist because he or she was born to do so. Therefore, failure is deeply personal. By contrast, “incremental theorists” view losses as opportunities: “step by step, incrementally, the novice can become the master” (p. 30). They rise to the occasion when presented with difficult material because their approach is oriented toward mastering something over time. Entity theorists collapse under pressure. Waitzkin contrasts his approach, in which he spent a lot of time dealing with end-game strategies
where both players had very few pieces. By contrast, he said that many young students begin by learning a wide array of opening variations. This damaged their games over the long run: “(m)any very talented kids expected to win without much resistance. When the game was a struggle, they were emotionally unprepared.” For some of us, pressure becomes a source of paralysis and mistakes are the beginning of a downward spiral (pp. 60, 62). As Waitzkin argues, however, a different approach is necessary if we are to reach our full potential.
A fatal flaw of the shock-and-awe, blitzkrieg approach to chess, martial arts, and ultimately anything that has to be learned is that everything can be learned by rote. Waitzkin derides martial arts practitioners who become “form collectors with fancy kicks and twirls that have absolutely no martial value” (p. 117). One might say the same thing about problem sets. This is not to gainsay fundamentals—Waitzkin’s focus in Tai Chi was “to refine certain fundamental principles” (p. 117)—but there is a profound difference between technical proficiency and true understanding. Knowing the moves is one thing, but knowing how to determine what to do next is quite another. Waitzkin’s intense focus on refined fundamentals and processes meant that he remained strong in later round while his opponents withered. His approach to martial arts is summarized in this passage (p. 123):
“I had condensed my body mechanics into a potent state, while most of my opponents had large, elegant, and relatively impractical repertoires. The fact is that when there is intense competition, those who succeed have slightly more honed skills than the rest. It is rarely a mysterious technique that drives us to the top, but rather a profound mastery of what may well be a basic skill set. Depth beats breadth any day of the week, because it opens a channel for the intangible, unconscious, creative components of our hidden potential.”
This is about much more than smelling blood in the water. In chapter 14, he discusses “the illusion of the mystical,” whereby something is so clearly internalized that almost imperceptibly small movements are incredibly powerful as embodied in this quote from Wu Yu-hsiang, writing in the nineteenth century: “If the opponent does not move, then I do not move. At the opponent’s slightest move, I move first.” A learning-centered view of intelligence means associating effort with success through a process of instruction and encouragement (p. 32). In other words, genetics and raw talent can only get you so far before hard work has to pick up the slack (p. 37).
Another useful lesson concerns the use of adversity (cf. pp. 132-33). Waitzkin suggests using a problem in one area to adapt and strengthen other areas. I have a personal example to back this up. I will always regret quitting basketball in high school. I remember my sophomore year—my last year playing—I broke my thumb and, instead of focusing on cardiovascular conditioning and other aspects of my game (such as working with my left hand), I waited to recover before I got back to work.
Waitzkin offers another useful chapter entitled “slowing down time” in which he discusses ways to sharpen and harness intuition. He discusses the process of “chunking,” which is compartmentalizing problems into progressively larger problems until one does a complex set of calculations tacitly, without having to think about it. His technical example from chess is particularly instructive in the footnote on page 143. A chess grandmaster has internalized much about pieces and scenarios; the grandmaster can process a much greater amount of information with less effort than an expert. Mastery is the process of turning the articulated into the intuitive.
There is much that will be familiar to people who read books like this, such as the need to pace oneself, to set clearly defined goals, the need to relax, techniques for “getting in the zone,” and so forth. The anecdotes illustrate his points beautifully. Over the course of the book, he lays out his methodology for “getting in the zone,” another concept that people in performance-based occupations will find useful. He calls it “the soft zone” (chapter three), and it consists of being flexible, malleable, and able to adapt to circumstances. Martial artists and devotees of David Allen’s Getting Things Done might recognize this as having a “mind like water.” He contrasts this to “the hard zone,” which “demands a cooperative world for you to function. Like a dry twig, you are brittle, ready to snap under pressure” (p. 54). “The Soft Zone is resilient, like a flexible blade of grass that can move with and survive hurricane-force winds” (p. 54).
Another illustration refers to “making sandals” if one is confronted with a journeyacross a field of thorns (p. 55). Neither bases “success on a submissive world or overpowering force, but on intelligent preparation and cultivated resilience” (p. 55). Much here will be familiar to creative people: you’re trying to think, but that one song by that one band keeps blasting away in your head. Waitzkin’s “only option was to become at peace with the noise” (p. 56). In the language of economics, the constraints are given; we don’t get to choose them.
This is explored in greater detail in chapter 16. He discusses the top performers, Michael Jordan, Tiger Woods, and others who do not obsess over the last failure and who know how to relax when they need to (p. 179). The experience of NFL quarterback Jim Harbaugh is also useful as “the more he could let things go” while the defense was on the field, “the sharper he was in the next drive” (p. 179). Waitzkin discusses further things he learned while experimenting in human performance, particularly with respect to “cardiovascular interval training,” which “can have a profound effect on your ability to quickly release tension and recover from mental exhaustion” (p. 181). It is that last concept—to “recover from mental exhaustion”—that is likely what most academics need help with.
There is much here about pushing boundaries; however, one must earn the right to do so: as Waitzkin writes, “Jackson Pollock could draw like a camera, but instead he chose to splatter paint in a wild manner that pulsed with emotion” (p. 85). This is another good lesson for academics, managers, and educators. Waitzken emphasizes close attention to detail when receiving instruction, particularly from his Tai Chi instructor William C.C. Chen. Tai Chi is not about offering resistance or force, but about the ability “to blend with (an opponent’s) energy, yield to it, and overcome with softness” (p. 103).
The book is littered with stories of people who didn’t reach their potential because they didn’t seize opportunities to improve or because they refused to adapt to conditions. This lesson is emphasized in chapter 17, where he discusses “making sandals” when confronted with a thorny path, such as an underhanded competitor. The book offers several principles by which we can become better educators, scholars, and managers.
Celebrating outcomes should be secondary to celebrating the processes that produced those outcomes (pp. 45-47). There is also a study in contrasts beginning on page 185, and it is something I have struggled to learn. Waitzkin points to himself at tournaments being able to relax between matches while some of his opponents were pressured to analyze their games in between. This leads to extreme mental fatigue: “this tendency of competitors to exhaust themselves between rounds of tournaments is surprisingly widespread and very self-destructive” (p. 186).
The Art of Learning has much to teach us regardless of our field. I found it particularly relevant given my chosen profession and my decision to start studying martial arts when I started teaching. The insights are numerous and applicable, and the fact that Waitzkin has used the principles he now teaches to become a world-class competitor in two very demanding competitive enterprises makes it that much easier to read.
I recommend this book to anyone in a position of leadership or in a position that requires extensive learning and adaptation. That is to say, I recommend this book to everyone.