Torrance Journal for Applied Creativity

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love@yahoo.com. Katie Stagliano from South Carolina brought a cabbage seedling home from school as part of a fourth grade plant project in 2008. She carefully tended her cabbage until it grew to a staggering 40 pounds. Realizing her massive plant could provide sustenance to those in need, Katie donated the cabbage to a local soup kitchen where it helped feed 275 people. This experience inspired Katie to start her own non-profit called Katie's Krops. Her organization starts and maintains vegetable gardens that donate their harvests to those in need. After seeing a program on The Oprah Winfrey show in 2007 about children from Ghana sold into slavery for as little as $20, Tyler Page was compelled to take action. Ten year old Tyler grabbed a few friends and organized a car wash that raised enough cash to save five children from a life of servitude. Thrilled, but not entirely satisfied, Tyler asked his mom to help him start Kids Helping Kids, a non-profit which has raised more than $50,000 toward rescuing over 650 child slaves in Ghana. In the past few years, Tyler’s Los-Angeles-based foundation has expanded to include a number of other charitable projects spearheaded by local kids. Two days after the devastating January 2010 earthquake in Haiti, Blare at age l3 saw a little boy crying in a pile of rubble on a newscast. The story brought him to tears. The next day, still thinking about what he’d seen, Blare remembered the teddy bear that always comforted him. “We could start a drive for Haiti,” said Blare. At school, his teachers allowed him to announce his plan over the PA system and to ask other students to donate bears. Soon a local TV and radio station became aware of his project, and, through Facebook, other schools joined in. The result? Blare’s Bears for Haiti sent 25,000 teddy bears to the island nation and about 22,000 more to nonprofits. This year, Blare’s group will collect toys and school supplies as well. Blare’s advice to others like him is simple: “It doesn’t really matter how small or old you are; if you’re young and think you can’t make a big difference in the world, well, you actually can.” Dylan Mahalingam, at the age of nine, co-founded Lil' MDGs, a nonprofit international development and youth empowerment organization. An initiative of Jayme's Fund. Lil' MDGs mission is to leverage the power of the digital media to engage children in the United Nations Millennium Development Goals (MDGs). His organization has mobilized more than 3 million children around the globe to work on a variety of issues, with more than 24,000 regular volunteers from 41 countries. Dylan is a youth speaker for the United Nations as well as a chief strategist and project ambassador for Under the Acacia. The recipient of numerous international and national honors, Dylan is now 15 years old and a sophomore at LIKELY TRAITS • Uses inner knowing • Seeks to understand self • Uses metaphor and parables to communicate • Uses intuition • Sensitive to social problems • Sensitive to their purpose in life • Concerned about inequity and injustice • Enjoys big questions • Sense of Gestalt (the big picture) Pinkerton Academy in New Hampshire. All seven of these young children manifested Spiritual Intelligence, using their sensitivity to social problems, their compassion, concern for others and inner knowing to solve problems. They were concerned with human suffering and wanted to make a difference. Educating for spiritual development and higher consciousness represents a hope and goal to provide opportunities for gifted students to develop and use their spiritual intelligence, and to discover what is essential in life, particularly in their own lives. Defining spiritual intelligence as the ability to access inner knowledge, we can see its likely traits and how to strengthen it for learning (Sisk & Torrance, 2001), as illustrated in Table-3. Table 3: Likely Traits and Ways to Strengthen for Learning • Wants to make a difference • Capacity to care • Curious about how the world works/functions • Values love, compassion, concern for others • Close to nature • Uses visualization and mental imaging • Reflective, self-observing and self-aware • Seeks balance • Concerned about right conduct • Seeks to understand self • Feels connected with others, the earth, and the universe • Wants to make a difference • Peacemaker • Concerned with human suffering WAYS TO STRENGTHEN FOR LEARNING • Provide time for reflective thinking • Use journal writing • Study lives/works of Spiritual Pathfinders • Use Problem solving • Conduct service learning projects • Use personal growth activities • Use problem-based learning on real problems • Provide time for open-ended discussion • Use mapping to integrate studies/ themes • Develop personal growth activities • Service learning projects • Integrate Science/Social Science • Use affirmations/think-about-thinking • Employ eco-environmental approach • Read stories and myths • Use role playing/sociodrama • Discussion of goal setting activities • Process discussions • Trust intuition and inner voice • Stress unity in studies • Use What, So What, Now What model • Use Negotiation-Conflict Sessions • Study lives of eminent people 163
Seven Ways to Develop or Raise Spiritual Intelligence There are a number of ways to develop or strengthen spiritual intelligence, including an emphasis on the Core Values of community, connectedness, and oneness of all, compassion, a sense of balance, responsibility, and service. To develop these Core Values, teachers and parents will need to rely not only on the five senses, but on a multi-sensory approach to problem-solving and life, including visualization, meditation, and deep intuition. With this basic premise, the following, seven ways have been identified to raise or develop spiritual intelligence. They are depicted in Table 4. Table 4: Seven Ways to Raise or Develop Spiritual Intelligence Seven Ways to Raise or Develop Spiritual Intelligence 1. Think about your goals, desires, and wants in order to bring your life into perspective and balance, and identify your values; 2. Access your inner processes and use your vision to see your goals, desires, and wants fulfilled, and experience the emotion connected with this fulfillment; 3. Integrate your personal and universal vision, and recognize your connectedness; 4. Take responsibility for your goals, desires, and wants; 5. Develop a sense of community by inviting more people into your life; 6. Focus on love and compassion; and 7. When chance knocks at your door, invite it in, and take advantage of coincidences. Inherent in the use of these seven ways of developing spiritual intelligence is the need to find a sense of purpose and to create a vision of that purpose. It is equally important for you to ask questions and to believe or trust an answer will be received. Once the vision is created, then you need to commit to it and make an intention to carry through on your identified goal or desire. Shift your locus of authority and perception in life from external to internal and sense the connectedness of everything to everything. In developing your spiritual intelligence, it is essential to recognize your relationship to the Earth. Earth-centered reverence—focused on a tradition of caring, connectedness, and harmony with nature—was identified in the exploration of Ancient Wisdom and Eastern Mysticism, and in the Wisdom of Native Americans and the traditions of indigenous peoples. In the exploration of Psychology, the need to search for meaning and identity emerged as key elements for individual achievement and fulfillment. In the exploration of the foundation of Science (in quantum Physics), connectedness emerged from a thought experiment verifying that if two particles have been intimately associated and then separated in space, they remain linked nonetheless. This premise of connectedness in Science includes everyone; we are all connected to one another, to the Earth, and to the cosmos. Infusing Goals, Wants, and Desires with Emotion In the seven ways to develop or raise Spiritual Intelligence, it is important for the goals, wants, and desires to be fused with emotion. This suggestion is based on findings from Ancient Wisdom and Eastern Mysticism whereby access to unconscious processes was facilitated by attention to feelings, emotions, and inner imagery, as well as the exploration of the foundations of Psychology and of Science. Spiritual Intelligence is not limited in ways that one might expect the mind to be limited. Access to Spiritual Intelligence and identification with its inner knowing can be experienced to an extent that is ultimately unlimited. Exploring Spiritual Intelligence provides opportunities for students and particularly gifted students with their sensitivity and capacity to find greater wonder and purpose in their lives. Parents and teachers can offer meaningful discussions with their children to honor life's most meaningful questions. These questions include: How can I make a difference? Why am I here? Does my life have a meaning? Discussing these questions will provide gifted children and all children with the much needed motivation and affirmation for them to develop their Spiritual Intelligence and apply it in meaningful problem solving. Too often, gifted children are overwhelmed with an awareness of issues in their community and in the world, and they feel helpless to respond to these problems. A well-developed Spiritual Intelligence can empower children and adults to make a difference. Fools Crow (Native American leader of the Sioux) captured the importance and challenge of Spiritual Intelligence in an interview with Thomas Mails (1990) when he said, The survival of the world depends upon our sharing what we have and working together; if we don't the whole world will die. First the planet, and next the people. References Bohr, N. (1999). Complementarity beyond physics. Amsterdam, The Netherlands: Elsevier Boston, B. (1999). If the water is nasty, fix it. Educational Leadership, 56(4), 66-69. Braden, G. (1997). Awakening to zero point. Bellevue, WA: Radio Bookstore Press. Capra, F. (1991). The Tao of physics. Boston, MA: Shambhala. Dabrowski, K., Kawczak, A., & Piechowski, M. (1970). Mental growth through positive disintegration. London, UK: Gryf. Dabrowski, K. (1967). Personality shaping through positive disintegration. Boston, MA: Little & Brown. 164
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Torrance Journal for Applied Creati
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Table of Contents Preface Joan Fran
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Torrance Journal Advisory Board Cyn
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Bonnie Cramond E. Paul Torrance, th
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The TTCT also gave educators a way
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this emphasis may be seen in what K
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Students participating in the year-
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The Man So much of Torrance the man
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References Cramond, B., Matthews-Mo
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How Can Teachers Foster Creativity
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1. What kind of paper money are you
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Little Leaps: Weaving Creativity in
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18 Skill: Enjoy and Use Fantasy •
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References Content: Emancipation Pr
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Creativity Although almost universa
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The Levels of Service approach focu
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Beghetto, R. A., Kaufman, J. C., &
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Over the years, a body of literatur
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keep a climate of openness to stude
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II. Creative Intelligence: Fosterin
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Inspiring Creativity in Teachers to
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These tools provide guidelines to f
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• Journals There are many types o
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The Importance of IQ, MIQ, EQ, HQ &
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the Multiple Intelligences can lead
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Happiness is also a somewhat surpri
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To help parents and educators under
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Question: What if these Q “subjec
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childhood state‐of‐mind—being
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Walt Whitman (1819-92), Master of P
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Krall and Diana Ross. “Lady Day
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Stuart Little by E.B. White: A Tale
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Red Skelton. Great satirist, pantom
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Movie Actors and Actresses Lauren B
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Concept of Synergy as a Major Facto
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Fisher, Maurice D. (2000). Multiple
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The Learner-Directed Studio-Classro
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Borrowing Torrance’s words to pro
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Curious about the degree to which s
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the next few years of the rigor it
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Cerulean Hero by Karen Morse I know
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Purpose of the Study We thought the
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Benefits of Creativity Many student
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III. Models of Creativity: Torrance
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Lessons with No Conclusions: Using
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Table 1: Stage II Information Proce
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Allowing the lesson to trickle over
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Breaking Boundaries When my family
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Stage One: Heightening Anticipation
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TIM (Torrance Incubation Model) in
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nity elders in learning basic horti
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TIM and the Creative Coach: Using t
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Yet, the directive style is so perv
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Table 9:Deepening Expectations Stra
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Table 9: (Continued) Deepening Expe
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Table 10: (Continued) Extending Lea
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The KJ-Ho and The W-shaped Problem
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sentences. This is called the nega-
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References Kawakita J. (1966). Hass
Page 119 and 120: Connie Phelps Cornerstones in Appli
Page 121 and 122: dren and adults through games, stor
Page 123 and 124: References Boyd, N. (n. d.). The th
Page 125 and 126: precise use of words. Moreover, muc
Page 127 and 128: Creative Student Catalogs Expect fi
Page 129 and 130: The following vocabulary represents
Page 131 and 132: Predicting Adult Innovation Adult c
Page 133 and 134: creative young men and women who ca
Page 135 and 136: How can the Maker movement help dev
Page 137 and 138: Drawing While Talking and Thinking:
Page 139 and 140: one’s thinking about school chang
Page 141 and 142: aspects of Thomas and Brown’s (20
Page 143 and 144: Significance In these two studies,
Page 145 and 146: Relevance in the Gifted Classroom-
Page 147 and 148: ideas and conducting a mock public
Page 149 and 150: It’s called the car; and we certa
Page 151 and 152: five creative strengths] are valuab
Page 153 and 154: Creativity and Innovation in an Int
Page 155 and 156: spices, textures, flavors, and sund
Page 157 and 158: Schmid, T. (2005a). Promoting healt
Page 159 and 160: Sylvia B. Rimm The Fashion of Passi
Page 161 and 162: pressures. Now adults have added a
Page 163 and 164: Too High Expectations Lead to Under
Page 165 and 166: Graduation Message I have heard man
Page 167 and 168: Foundation of Psychology The theori
Page 169: students makes moral dilemmas a use
Page 173 and 174: Studies in Psychology: Promoting Aw
Page 175 and 176: Purpose of the Study This study sou
Page 177 and 178: Excessive Worry. Numerous students
Page 179 and 180: One boy described how both his fath
Page 181 and 182: A Glimpse Into My Clinic: The “As
Page 183 and 184: TV characters just like other child
Page 185 and 186: Thus, Guy was willing not just to c
Page 187 and 188: References Bailey, C.L. (2011). An
Page 189 and 190: Midwest Torrance Center for Creativ
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Torrance Journal for Applied Creativity

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