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ERIC Number: ED255549
Record Type: RIE
Publication Date: 1984-Apr
Pages: 105
Abstractor: N/A
Developing Intuition: The Key to Creative Futures Research.
Southern, Stephen; Domzalski, Suzanne
Futures research involves speculation about alternative developments based upon existing data and potential choices. Effective futures research requires creativity in scientific practice rather than an overemphasis on reason. In discussing the important role of intuition in futures research, characteristics of creative scientists are reviewed and two models for creative processes are presented (Mansfield and Busse, 1981, and Wallas, 1926). The stages in Wallas' model are discussed in terms of critical cognitive processes and relationships between creativity and hemispheric dominance in information processing. A generic framework for problem-solving is also detailed (D'Zurilla and Goldfried, 1971). Integrating contributions from these approaches, techniques for developing intuition, and enhancing creativity are presented for each stage of the futures research process: (1) general orientation; (2) problem selection; (3) problem definition and formulation; (4) preparation and effort; (5) incubation and generation of hypotheses; (6) illumination; (7) decision-making; and (8) verification. Both active problem-exploration and passive self-exploration approaches to overcoming habitual reasoning methods are presented. Journal writing, attaining personal/professional synergy, applying general systems theory, relaxing or mediating, using art, analogizing, self-centering, and brainstorming, are some of the many techniques discussed to develop intuition and enhance creativity. In the final analysis the rational, systematic procedures of conventional science and the intuitive, "discontinuous," contributions of highly creative researchers complement each other. (BS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).