Torrance Journal for Applied Creativity

ophy of the Curiosita Teaching Program. Earlier, we reviewed the categories of
Practical and Emotional intelligences. This table gives you a more detailed look at
the Diverse and Creative intelligences.
Curiosita Teaching Multibilities Philosophy Sub-categories
Diverse Intelligence
1. I can easily accept different ideas from other people.
2. I value or appreciate opinions of others.
3. I enjoy unusual and different kinds of thinking.
4. I like to work with others who question each other.
5. I like wild, unusual and weird ideas.
6. I enjoy working with people who have different kinds of talents or skills.
7. I am not bothered when others think differently than I do.
8. I believe slow thinking can be as good as fast thinking.
9. I am open to others’ viewpoints and opinions.
10. I can easily change my mind if another person’s idea is better than mine.
Creative Intelligence
1. I have unique and original ideas.
2. I think of ways to connect unusual things.
3. I like to play with ideas to get better ideas.
4. I ask questions that spark others’ interests and thinking.
5. I am very good at brainstorming.
6. I think “can do” when working on problems and I don’t get easily discouraged.
7. I really enjoy coming up with new
ideas for creating things.
8. I get new ideas when I get lost in my daydreams or thoughts.
9. I have a wacky sense of humor and sometimes have to explain my laughter.
10. I have interests in a variety of things.
Which “Q” Matters Most?
We all have our personal school
experiences that have affected our
Qs. Schools are about academics: math,
science, reading, writing, social studies,
art, music, physical education and
occasional electives in middle or high
school. Standardized tests are generally
about math, reading, writing, and science.
However, we would argue that the
school scene is probably at least 50% academic
and 50% all the other Qs. If we
follow this logic, why do we not assess
or evaluate all Qs in the same way we
assess academic intelligence? Wouldn’t
it be interesting if your son or daughter
brought home a report card like the one
on page 46?
Just imagine the curriculum
we would have to create to generate
evidence of the student’s proficiency
in each of these 15 traits! Imagine the
learning opportunities students would
need to be afforded to measure their
proficiency in these traits. It could completely
change education in some very
important and fundamental ways. And
best of all, children’s creativity would
flourish!
The traits listed can be developed in children by teaching them tools and
strategies and by modeling healthy behaviors and reactions to life experiences—in
this case, those that involve creativity and diversity. Again, we cannot stress enough
that a lack of development of the traits in these two columns is also often the downfall
of many “highly creatives”. They fail to understand their own complex creative
behaviors and don’t realize how important it is to accept their own “individual”
diversity as well as the diversity of others.
Amber Moca
Cassidy Krupske
46