Divergent Thinking
Stacy Goodman, Art Teacher
Defining Divergent Thinking
The word divergent is partly defined as "tending to be different or develop in different directions." Divergent thinking refers to the way the mind generates ideas beyond proscribed expectations and rote thinking -- what is usually referred to "thinking outside the box," and is often associated with creativity. Convergent thinking, on the other hand, requires one to restrict ideas to those that might be correct or the best solution to a problem.
Divergent behavior is discouraged in school when students are scared to say or do the "wrong thing" in class. This is not surprising since schools often tolerate environments in which both teachers and peer groups keep in-check those who say and do things that are off-script, incorrect or inappropriate. This system of overt-convergence is enforced by a grading culture that systematically penalizes students for being "wrong," and by allowing a school environment in which students tease those who exhibit non-normative behaviors. So, if divergent thinking is key to being creative, it becomes clear why our students find being open with their imaginations and divergent ideas inhibited.
It must be said that there are valid reasons why divergent thinking is discouraged in our classrooms. Divergent thinking treats all ideas equally regardless of context or applicability and disregards rubrics, criteria or any process for assessment. There are also situations when divergent behavior might actually cause physical harm such as in chemistry class or on the playground, and we expect our students to display good judgment -- or convergent thinking strategies, so that can make correct decisions.
Divergent thinking strategies offer the possibility of doing more than fostering a creative classroom environment; they can also help us better understand and appreciate difference in all areas of our students' lives.