Abstract

This study reviews and supports a theoretical position suggesting that individual creativity emerges not only from struggle, but with a concerted effort of developing critical thinking capabilities, as well. However, newly formed creative abilities may dissipate and weaken within a ‘Cycle of Creativity’ which begins and ends in the same condition of information and creative dependency. That is, individuals may experience regressive stages of either lacking in or struggling with previously recognized creative abilities. This study suggests that individuals may realize improvements in creative ability and increased creative activity with a newfound sense of recognition, identity, and acceptance from the dynamic relations and support of a social group in much the same manner as one does from family. Such relationships, it is suggested, may help disrupt a regressive pattern of creative dependency. Ostensibly, the influences of a social group provide an ecology in which individuals of the group feel secure enough to take risks with the content and methodologies of their work which, for some, extend beyond conventional application. Further, this study illustrates an apparent and persistent theme of a self-absorbent and impatient college-age culture which struggles with personal inner pride and individual poise, but reveals how individuals of that culture exhibit inclinations to improve their creative abilities and a willingness to escape conditioned patterns of passive learning. This study discusses and advocates an ideology that creativity does not emerge from oneness or sameness, or by merely replicating past practices. Rather, creative abilities may be improved by encountering the unknown and the mysterious; with recognition and a desire for change; and, with the sustaining power of not only powerful social connections, but how encountering that which is most feared becomes most empowering.