Entrance Slip Nov12th

Permitting Creativity in Science

My first stop was when Bevelas talked about the category of “how not to” reactions when discovering newborn observations.  She made such a valid point that innovation was often killed by pre-existence and formulized hypothesis.  People too often make assumptions that any new observation must be a “fluke”, a “coincidence”, and a “one-time-only random event” (Bavelas, 1987) and stop seeking for scientific truth.  Certainly not all causal observations can lead to innovation, but the process of eliminating critical thinking skills due to lack of evidence to formal hypothesis has restricted the access to new discoveries.  If Barbara McClintock were to follow the cloud and let other people take the lead of her innovative ideas, her scientific discoveries would not be recognized and applied later.

The second stop was her advice on avoiding “dismissing new observations” by not putting ourselves in a preset category.  I cannot agree more with this opinion.  For example, when I was assigned to do a literature research on the issue of Chinese social and economic disparities in one of my undergraduate courses, I held a strong opinion which was not aligned with the course readings.  However, after researching on many scholarly articles and readings, I finally wrote an essay which had completed twisted my perspective on this issue.  I was heavily influenced by other people’s “legitimate” opinions because their works were published and recognized by the social science community.  I am not denying their professionalism in their field of study but trying to make the point that how easy one could fit oneself into a pre-existent category which any new idea will be eliminated completely.  

My third stop was when Bavelas emphasizing the importance of having “a collaborator, teacher, or listener who has faith and keeps you on the right track” (Bavelas, 1987).   Thinking of my experience during the short practicum, I realize how crucial it is to have someone who is more experienced in teaching to give valuable advices.  If I have some innovated ideas and want to implement them in my teaching, will these ideas be feasible or applicable?  Whenever I have any doubt or uncertainty, the best choice will be to consult and collaborate with my school advisors as I believe their experiences are invaluable resources to me. 

 

 

 

Bavelas, J. B. (1987). Permitting creativity in science. Scientific excellence: Origins and assessment, 307-327.