פִּילוֹסוֹפִי אֶחָד שָׁאַל אֶת רַבָּן גַּמְלִיאֵל, אֲמַר לֵיהּ צַיָּר גָּדוֹל הוּא אֱלֹהֵיכֶם, אֶלָּא שֶׁמָּצָא סַמְּמָנִים טוֹבִים שֶׁסִּיְּעוּ אוֹתוֹ, תֹּהוּ, וָבֹהוּ, וְחשֶׁךְ, וְרוּחַ, וּמַיִם, וּתְהוֹמוֹת. ...
A philosopher once questioned Rabban Gamliel and said to him, ''Your God is only a great artist because God found great materials that helped him: tohu and vohu, darkness, spirit, water, and the depths."...
Now I am going to give the definition from an expert named Ken Robinson. If you have not watched his amazing Ted Talk you can catch it here. He really is rather funny and engaging, I have to say. He says that creativity is "the process of having original ideas that have value." Let's hold that definition and the ones that we thought of for a minute while we look at some other texts.
Next we will take a look at a text from kabbalah that explicates that importance of makhloket, or disagreement, in the creative process. We could call this "collaboration" in our modern jargon. Our text tells us that without disagreement, we would never be creative. Everything would be uniform just as everything would have been divine if God had not contracted Godself and made room for the creation of the world with all of its space and time contradictions. All of this was done with words. God spoke and it was! This text is also about the creative power of speech--both Divine and human.
ליקוטי מוהר"ן תורה ס"ד
וְדַע, כִּי מַחֲלקֶת הִיא בְּחִינוֹת בְּרִיאַת הָעוֹלָם כִּי עִקַּר בְּרִיאַת הָעוֹלָם, עַל יְדֵי חָלָל הַפָּנוּי כַּנַּ"ל כִּי בְּלא זֶה הָיָה הַכּל אֵין סוֹף, וְלא הָיָה מָקוֹם לִבְרִיאַת הָעוֹלָם כַּנַּ"ל וְעַל כֵּן צִמְצֵם הָאוֹר לִצְדָדִין, וְנַעֲשָׂה חָלָל הַפָּנוּי וּבְתוֹכוֹ בָּרָא אֶת כָּל הַבְּרִיאָה, הַיְנוּ הַיָּמִים וְהַמִּדּוֹת, עַל יְדֵי הַדִּבּוּר כַּנַּ"ל "בִּדְבַר ה' שָׁמַיִם נַעֲשׂוּ" וְכוּ'. וְכֵן הוּא בְּחִינַת הַמַּחֲלוֹקוֹת כִּי אִלּוּ הָיוּ כָּל הַתַּלְמִידֵי חֲכָמִים אֶחָד לא הָיָה מָקוֹם לִבְרִיאַת הָעוֹלָם רַק עַל יְדֵי הַמַּחֲלקֶת שֶׁבֵּינֵיהֶם, וְהֵם נֶחֱלָקִים זֶה מִזֶּה וְכָל אֶחָד מוֹשֵׁך עַצְמוֹ לְצַד אַחֵר עַל יְדֵי זֶה נַעֲשֶׂה בֵּינֵיהֶם בְּחִינוֹת חָלָל הַפָּנוּי שֶׁהוּא בְּחִינוֹת צִמְצוּם הָאוֹר לִצְדָדִין, שֶׁבּוֹ הוּא בְּרִיאַת הָעוֹלָם עַל יְדֵי הַדִּבּוּר כַּנַּ"ל כִּי כָּל הַדְּבָרִים שֶׁכָּל אֶחָד מֵהֶם מְדַבֵּר הַכּל הֵם רַק בִּשְׁבִיל בְּרִיאַת הָעוֹלָם שֶׁנַּעֲשֶׂה עַל יָדָם בְּתוֹך הֶחָלָל הַפָּנוּי שֶׁבֵּינֵיהֶם כִּי הַתַּלְמִידֵי חֲכָמִים בּוֹרְאִים אֶת הַכּל עַל יְדֵי דִּבְרֵיהֶם "וְלֵאמר לְצִיּוֹן עַמִּי אַתָּה" 'אַל תִּקְרֵי עַמִּי אֶלָּא עִמִּי, מָה אֲנָא עֲבַדִי שְׁמַיָּא וְאַרְעָא בְּמִלּוּלִי אַף אַתֶּם כֵּן' .
Likutei Moharan I:64
Know this: that disagreement [machloket] is analogous to the creation of the world, which consisted of creating an empty space, as we have shown. For were it not so, everything would be infinitely divine [ein sof], and there would be no space left for the world. Therefore, He contracted the light to the sides, and an empty space was left in which the world could be created, with all its time and spatial dimensions, all done by the act of speech - as it is written: “By the word of God were the heavens made, etc.” [Psalms 33]. So too is the case with disagreement, for if all the scholars were united, there would be no creation of the world. It is only when there is disagreement between them, and they divide and each draws to one side, a space is created between them which is analogous to the empty space and the contraction of the lights, by the which the world itself was created by the act of speech, as we have shown. And all the arguments they each use are only in order to allow the world to be created by them [...] just as [God] created the heaven and the earth with words, so too can [scholars]!
This next text is from the Torah and gives us Betzalel the Biblical archetype of creativity. Read closely and see why Betzalel was chosen for the very important task of building the Mishkhan. He is described as having three particular qualities that God endowed him with. These are also three things that we petition God for in the Shemonei esrei every weekday when we pray the Amidah. What are those things and how do they relate to creativity?
(ל) וַיֹּאמֶר מֹשֶׁה אֶל בְּנֵי יִשְׂרָאֵל רְאוּ קָרָא יי בְּשֵׁם בְּצַלְאֵל בֶּן אוּרִי בֶן חוּר לְמַטֵּה יְהוּדָה. (לא) וַיְמַלֵּא אֹתוֹ רוּחַ אֱלֹהִים בְּחָכְמָה בִּתְבוּנָה וּבְדַעַת וּבְכָל מְלָאכָה.
(30) And Moses said unto the children of Israel: ‘See, Adonai has called by name Betzalel the son of Uri, the son of Hur, of the tribe of Judah. (31) And He has filled him with the spirit of God, in wisdom, in understanding, and in knowledge, and in all manner of workmanship.
(א) וְעָשָׂה֩ בְצַלְאֵ֨ל וְאָהֳלִיאָ֜ב וְכֹ֣ל ׀ אִ֣ישׁ חֲכַם־לֵ֗ב אֲשֶׁר֩ נָתַ֨ן ה' חָכְמָ֤ה וּתְבוּנָה֙ בָּהֵ֔מָּה לָדַ֣עַת לַעֲשֹׂ֔ת אֶֽת־כָּל־מְלֶ֖אכֶת עֲבֹדַ֣ת הַקֹּ֑דֶשׁ לְכֹ֥ל אֲשֶׁר־צִוָּ֖ה ה'׃ [...]
(ח) וַיַּעֲשׂ֨וּ כָל־חֲכַם־לֵ֜ב בְּעֹשֵׂ֧י הַמְּלָאכָ֛ה אֶת־הַמִּשְׁכָּ֖ן עֶ֣שֶׂר יְרִיעֹ֑ת שֵׁ֣שׁ מָשְׁזָ֗ר וּתְכֵ֤לֶת וְאַרְגָּמָן֙ וְתוֹלַ֣עַת שָׁנִ֔י כְּרֻבִ֛ים מַעֲשֵׂ֥ה חֹשֵׁ֖ב עָשָׂ֥ה אֹתָֽם׃[...]
(א) וַיַּ֧עַשׂ בְּצַלְאֵ֛ל אֶת־הָאָרֹ֖ן עֲצֵ֣י שִׁטִּ֑ים
(ו) וַיַּ֥עַשׂ כַּפֹּ֖רֶת זָהָ֣ב טָה֑וֹר [...]
(י) וַיַּ֥עַשׂ אֶת־הַשֻּׁלְחָ֖ן עֲצֵ֣י שִׁטִּ֑ים [...]
(יז) וַיַּ֥עַשׂ אֶת־הַמְּנֹרָ֖ה זָהָ֣ב טָה֑וֹר [...]
(1) Let, then, Betzalel and Oholiab and all the skilled persons whom the LORD has endowed with skill and ability to perform expertly all the tasks connected with the service of the sanctuary carry out all that the LORD has commanded. [...]
(8) Then all the skilled among those engaged in the work made the Tabernacle of ten strips of cloth, which they made of fine twisted linen, blue, purple, and crimson yarns; into these they worked a design of cherubim. [...]
(1) Betzalel made the ark of acacia wood [...]
(6) He made a cover of pure gold [...]
(10) He made the table of acacia wood [...]
(17) He made the lampstand of pure gold [...]
I believe we have a good handle on what creativity is, or at least a good working idea. Let's move on to how we apply that in our classrooms as teachers. We will start first with a working definition of creative pedagogy.
- Openness--to ideas, to messiness, to failure, to new things, to new ways
- Choices--students need to know that they have choices about what they pursue in their learning
- Vulnerability--teachers need to model this so students feel safe taking risks and putting themselves out there
- Flexibility--a creative environment and a creative mind are both flexible and can pivot on a dime
- Honesty--always support and encourage your students but you must also always be honest with them
- Unconditional support--your students need to know that you support them no matter what
- Engaging environment--make your classroom a place they want to come be in and engage with that fosters creativity