I was reading through this guide by the University of Texas at Austin on thinking and teaching divergently and I came across these reasons as to why divergent thinking is important:
● Opens possibilities of innovative ways to solve more complex problems, overcoming the tendency of many learners to only work within the confines of first impressions or latent assumptions. ● Fosters empathic understanding of difference and appreciation of varying perspectives. ● Builds on learners’ curiosity, encouraging experimentation, risk-taking, perseverance through failure, and self-expression. ● Develops creativity, which is often cited as one of the most in-demand skills by employers. How to Teach: Divergent Thinking
I was considering how this connects to my definition of a divergent teacher in Divergent EDU and I believe that if all of these characteristics can develop from divergent thinking for students, the same could be said for divergent teachers (who then, of course, model the traits for students). I’ve found that defining how something will affect students will many times get buy-in, but ultimately people also want to know how some of those same ideas can drive them forward as well. The definition of divergent teachers that I developed from the psychological definition of divergence is “the ability to recognize our own assumptions, look for limitations and challenge our own thinking in regards to teaching and learning. It’s taking an idea and creating new thinking that will facilitate student learning in new, innovative directions for deeper understanding. It is diverging from the norm, challenging current ideas, looking for a variety of solutions, and being willing to fail and grow” (Divergent EDU, 2018). The practice of the definition and the outcomes for divergent thinking for students are very similar. If we had to reframe the question as, “What can divergent thinking do for teachers?” we might see:
Opens possibilities of innovative ways to solve more complex teaching challenges, overcoming the tendency of educators to only work within the perceived confines of district initiatives, first impressions, a fixed mindset or generalized assumptions.
Fosters empathic understanding of differences, varying opinions, and an openness and appreciation of varying perspectives, cultures, and backgrounds.
Builds on educators’ curiosity about both their content and the learning of their students, encouraging branching out in lessons, risk-taking, perseverance through failure, and a heightened awareness of how their own passions and interests drive their teaching and professional learning.
Develops creativity, which has sometimes been diminished by the implementation of canned curriculum and compliance measures.