Act through versus Think through

People have asked me as the director, how did this play all got started. To cut the long story short, I was initially just advising on what are some approaches the team could embark. However, the journey evolved from seeding of an idea to taking ownership of the idea. It didn't come easy. There were plenty of risk, especially the circumstances and context of the church's history and culture. Nonetheless, I always felt that given the clear vision and the right support, any risk could be turned into an opportunity.

The original script that we adopted did not work. From much argument and trying of different styles, I was at my crossroad. However, the exhaustion and frustration led me back into my core- my love for my family. That, I realised became the strongest driving force for any creativity- where your passion lies, there your strength will be. Great things came around: new partnerships were forged, ground-breaking concepts tested along the way, inclusion of strong and experienced (and willing) actors, etc. So much I could give thanks for. As for the inspiration, it all lies in my personal aspirations of the kind of life I hope my son will have one day- one of courage, humility, openess, integrity.

If I was desribe my own creativity journey throughout this process, I think I really experienced what I "preach" on the brain-based theory:
1. Creating learning environments that fully immerse self in an open and honest experience (Orchestrated immersion)
2. Eliminate fear of failure, maintaining highly challenging environment (Relaxed alertness)
3. Allow self to consolidate and internalise information by actively processing it. (Active processing)

Concluding my journey, I realised that it was the ability to see new connections and thereby making new meaning of each experience was the key to bring about the final outcome.

“Today the left brain capabilities that powered the information age are necessary but no longer sufficient. The “right brain” qualities of inventiveness, empathy, joyfulness and meaning – increasingly determine who flourishers and who flounders. …professional success and personal fulfillment now requires a whole new mind.” (Daniel Pink, p3)

The Mime that was never thought possible

After months of hardwork, the show that I have painfully put together is finally ready. Tonight the full dress rehearsal was one of the most satisfying moment when I saw the whole story finally in place. I have not directed a theatre piece since 2001`- let alone a mime with interactive digital video and several new song compositions. Yet, God miraculously humbled me to learn to once again completely trust in Him. I am excited for the creative product to be staged this Good Friday 21 March and Saturday 22 March 08 @ 7.30pm.

For more photos to the mime- check out my facebook account! Look for John Yeo.. yo yo yo!!!

Singapore a 'tribal' island to a global nation <1819 to now and beyond>

World.Singapore: Singapore in the World; The World in Singapore http://www.sedb.com/edb/sg/en_uk/index/news_room/news/20060/0.html Teo Chee Hean's speech last April highlighted 4 key attributes that Singapore needs as our new growth formula- Trust, Knowledge, Connected and Life. TKCL in short. May I propose an additional C for Creativity and suggest as TKCCL. In the book "The Extreme Future" it suggest that "globalisation, a force of modern civilisation, may overcome the issues and barriers that create division, conflict, and inequities." (p186) Yet it is evident from the daily tabloid that this "force for global progress, collaboration, and cultural understanding" is increasingly hijacked by opposing values that comes about from a lack of understanding between cultures, nations and lack of tolerance for diverse ideas. I believe strongly that we need to start then from nurturing of the creative minds of our young, with greater social participation working with communication and collaboration skills. Yet, in this idealised pursuit, I reckon that our creative journey needs to be highly instructive and embodies a deeper and broader universal understanding of what creativity means. In the different phases of our growth as a nation, the faces of our multicultural society needs to gather creatively new ways to find our Singapore soul and then to organise our thoughts around this core identity. During the last hours before we depart Copenhagen, I witnessed the march and protest outside the hotel. http://www.facebook.com/photo.php?pid=776416&id=748497641#pid=776417 It left me wondering, what then is true democracy? Just as globalisation brings about transformation of economics, culture, innovation and trade into a new global synthesis, we in Singapore face the same challenge for the relentless race to encourage diversity- to recognise the new, the different and the odd. Perhaps our education needs then to to tap into new ways of finding pragmatic answers to foster more meaningful engagements and enhance deeper understanding for all. It doesn't matter if its the small red dot or anywhere in the world. Our world, is indeed flat.

Flowing into Creativity

"Humor and creativity are kissing cousins. If you want to develop your sense of humor, invite more creativity into your life -- and vice versa. In the presence of humor, new creative perspectives naturally occur. You can't stop them."
~ Joel Goodman, founder and director of The Humor Project

In 15 min, we were instructed to construct from a pile of lego bricks a handphone holder. From the bustle of excitement and anxiety, the room silenced almost instanteously as we focussed on our individual masterpiece- a creation by touching and experimenting, systematic thinking and rich imagination. What came forth were all beautiful Lego inspired work of colours, individuality and practicality. Hong Meng even thought of creating a hand scuplture holding onto a phone- in all sense of the word- handphone.

Learn more about Mihály Csíkszentmihályi's concept of Flow:
http://complexworld.pbwiki.com/Flow
http://www.goodlifecoaching.com/CreativeLife34.html

Denmark is beautiful

This is my first time seeing precipitation in the form of ice pellets. (or is it sleet?) http://www.facebook.com/photo.php?pid=764128&id=748497641

Time flies... Copenhagen is really beautiful. I love the architecture here- truly eclectic. A good blend of preserving the old and yet unafraid to step into their physical future.
http://www.youtube.com/watch?v=duJDzacldPo&feature=related

Can Singapore have a "Hellerup Skole" of our own

Deeply inspired by Lars Kolind and I believe Singapore neeeds a school where students and teachers can ‘co-create’ this whole new learning experience. Flatten the hieracrchy.... no principals, just head master. Let the students choose their own the project leader... I wish this can be a reality for Singapore in the very near future. http://www.youtube.com/watch?v=PhdqWXi2x3I&feature=related

My dream is to have every child explore and chart their own learning, beyond our prescribed syllabus. As part of the secretariat of Curriculum 2015, we may have need to change our exploration from “how would a globalize, world class curriculum look like in 2015?” to “How would we envision a child in 2015”.

In this trip, I am really questioning what we understand of student-centred teaching and learning. Are we really doing it? I completely see the value of exams, are we over hung up with assessment issues, rather than looking at the ‘processes’ in our curriculum. Who I am today, is not the grades but the experience of education that has make me to be myself. The school visits in the past few days just affirmed that there are many opportunities to synergise and build new holistic experiences and ideas across different disciplines and areas of knowledge. I see in the Danish kids their inspiration to create and collaborate. I sincerely believe that technology can help integrate art, science, music and even engineering in the most creative ways.

My vision includes working alongside with teachers on how we can learn with the students, yet not compromising on the good aspirations of our Singapore education or losing the culture or discipline. I believe whole heartedly in personalize learning, cos I am not one student whom conformed to the traditional system. Innovative design through collaboration http://www.youtube.com/watch?v=iG2uOUBUEQ0&feature=related This freedom to find their own voice and own place allows each child to learn respect and trust.

But I am not sure if the system will accept my radical ideas. Progressive really? Actually its the fundamentals to what education should be all about- nurturing a complete child. That simple.

Physical work environment makes a BIG deal

Tony Lai + Conceptual thinker = Innovator <*?=> Creativity

Breathing, living, drinking, Tony Lai....in Copenhagen. YOu ain't get enough from this man. ONe whom I regard as an important catalyst that makes Singapore a creative society, especially the work he is brewing in The Idea Factory. One thing I say he has that most civil servants lack is his candid sense of humor! Indeed humour has its place to foster a more "let-loose" "chill out" environment.

Yet, as he is smoothly facilitating this Innolab trip, I recall an important discussion we had some time back on "Innovation versus Creativity". INteresting food for thought.... especially as we are talking to the leading thinkers on Innovation here in Copenhagen.

I (naively) wrote on 19/10/07:
Hi Tony

Something been disturbing me for a while. Esp with the Innolab thing coming along and after experiencing your Experiential IP with the JMC. Would like to seek some clarification.

Whats your take on creativity? I know u guys are the key drivers in innovation- across ministries, organisations, etc but where would you place creativity. I guess, it seems obvious that through your IP processes, it ultimately drives towards CHANGE. Not discounting how "valuable" that really is, but definition wise, would it then just be the implementation of creative ideas? I know it sounds silly, esp if it just seems a simple issue of linguistic, but to me, I ascribe strongly to Rhodes 4 Ps- Press, Person, Product and Process. In this case, I thought, innovation would then lead perfectly as a creative process that brings about a creative product.
what say u?

john


His (garang and wack it hard baby) reply:
Hi John,
It would be my pleasure to engage you in this conversation.

There are so many parts of your email below that is worth dissecting and interpreting for sense-making. Let me see if I can share with you my thoughts around those.

Where do I place creativity? I place creativity at the individual level and a person's ability to create things. But I am VERY obsessed with the nuances of what "create things" REALLY mean. After my experience with working across different countries, I realize that it's very easy to generalize things. So..."create things" for me could include creating new perspectives, creating fresh insights, creating new opportunities, creating new ideas, creating new processes and finally creating new products/things. Therefore the ability to create things will require the ability to see things differently and "create" from there. That's where creativity is at its most exciting level.

Creativity has essences that are non-linear, differential and uncommon. It is more than just a part/phase/stage of a process and worse still...a specific definition. If our aim is to write a dictionary, then it has to have a definition. But if our aim is every else in life, creativity is extremely organic and emerges at usual places.

So then I come to your belief system that you ascribe strongly to Rhodes 4 Ps. May I ask you a few questions please? Do you need to ascribe to any paradigm or theory strongly? Let me ask this differently. WHEN do you need to ascribe to a theory strongly? When you asses and evaluate a theory, do you need to agree/associate with the entire theory's principles? What about the other theories that you do not ascribe strongly to...are there elements that are useful/fascinating in them? If there are, and you included it into Rhodes, what would you have? Would you not be in a creative mode then? And what would happen?

Let me switch the questions down another path. If you never ascribed to any theory strongly but could keep in your head all the various theories of creativity available, would that be a useful process? What happens when you could explain and understand different issues using different combinations of those multiple theories? Would you find new answers? What happens when you assess every issue using Rhodes theory only? Would not the world and its new problems seem "un-new"? Where are you looking at for creativity?

I think you get the gist of my question. But what is most interesting in your paragraph below reflect your strong desire for clarity and absolutes. Let me cite the examples.

(A) "it seems obvious that through your IP process, it ultimately drives towards CHANGE". Perhaps...but that's not the important part really. The way it achieves change or transformation is where the excitement really is. Innovation is a process where there are several unique combinations of activities that are highly contextual to the problem. The ability to solve a multitude of complex problems leading to the change is more important than the final change itself because otherwise it cannot happen. You got to be careful not to only just see the end outcome. Its like saying "isn't everything in life meant for progress?". Very sweeping my friend. There are very few things that can use the words beginning with "ultimately drives towards...". They tend to be very moralistic or idealistic. In real life, the woods and the trees are equally important.

(B) "innovation would then lead perfectly as a creative process that brings about a creative product". I have no problems with your statement except for the words "lead perfectly". Nothing leads perfectly. This may be true in some circumstances and may be completely ridiculous in other circumstances. Can we imagine situations when innovation does not lead to a creative process? Of course.

Do you need a high level of clarity John? Do you need things to square up towards a single form of understanding? How are you with direct contradictions? I am sure you are ok with contradictions. I know that. So can you live with innovation and creativity as contradictions then? Can they be THIS and THAT? Its cool right?

My key advice is avoid the perils of being an academic. Frameworks and theories are very important. They provide conceptual understanding and I am a sucker for them. The hard part is to avoid liking any one theory in particular. Like them all. Know them all. Then apply them in different situations for the best answers. Then mix them up and see what happens. Then create new ones based on your experience and knowledge. This will be your process towards originality. You have the capacity and intelligence to do that. Otherwise the peril of academics take over. You do not provide fresh insights and thoughts when you are facing a problem. Instead, you use
established frameworks and refer to it for understanding. Would it not be fun for you to creatively interpret it?

Just Tony...

After last night, I realise this man can reallly talk, especially after a martini! As for myself, I am seeing the trees and the woods, differently.

Innovation is no BIG deal... really???

One of the insight that I gained tonight for why innovation is not innovation if it is not well contextualised. And I am not only talking about product innovation or process innovation. In Singapore, we are BIG on learning from Best Practices- either from other organisations or abroad. But time and again, people end up kicking themselves in the butt when they realised that it worked to a small extent. In my discussion with Mary Murdock (Buffalo State University of New York) we discussed that Asians are big time suckers for such incremental, success trodden path-where we just wants all the absolute evidence needed to backup the plan that it will work, before really testing the idea out. Was the problem with "us" (the copiers) or "them" (the best sharers) Understand too that often people love sharing their success stories but often struggles with sharing the less glamorous part of their journey.

Uffe Elbaek ( from being a Danish MP, turned entrepreneur and founder KaosPilots-INternational School of New Business Design & Social Innovation) blew me away on why he started a whole new type of learning experience. Kaospilot is an amazing school in Arhaus, Denmark -- their objective is to churn out graduates who can think laterally and navigate the chaos of the 21st century. Much as we talk about PBL as an useful pedagogy for schools to teach 21st century skills, this man had the vision of such a school that will completely transform the learning experience of students. That beyond gaining the professional certification, he started bubbling(on my papery table mat) the other core competencies that were more fundamental for all graduates for Kaospilot- Meaning, change, climate and relationships. Maybe as we are talking about Applied Learning in the Singapore curriculum, its time to see how students rise to REAL projects, rather than case studies. EVERY project was a real social innovation project- that allowed students to "gain nuanced knowledge and practical experience of the schools’ three core disciplines: creative project, process and business design." Check it out http://www.kaospilot.dk/

Alan Webber (cofounder and editor of Fast Company mangazine and editor of Harvard Business Review) dropped by for dinner as he was on his way tomorrow to Norway to present his thoughts on global innovations through his concept of Turn around society. As we spoke, he challenged me as we spoke about the need to "buy in" to a coporate vision. He led me to think that perhaps today, the individuals want to "buy out"- and thats why the tipping point of creativity lies. I could understand why he started by asking "What are the BIG ideas that you are after?" What are the elements of successful companies would we would to replicate. I love his point on why some companies simply thrive on success...that they search deep within themselves on the specifics of why it worked and continue to just work on that.

Fostering a Creative Learning Environment

Some recent thoughts from my last round of training on Creativity Tools in Project Work @ Teachers Network (5 March 08).

1)Fostering a Creative Climate versus teaching about Creativity: We started by differentiating fostering a creative environment from teaching about creativity. It was good that Britta and I made the distinction right from the start, and setting the workshop expectations clear.

a) Groups start by listing what they thought were Ekvall's 10 creative climate dimensions of a creative climate. ie. Challenge, Freedom, Idea-Support, Trust, Dynamism, Playfulness, Debate, Conflict, Risk Taking, Idea Time. I felt little disappointed as only one group scored a 4/10 (not sure if this is an accurate indicator of how teachers perceive creative learning environment??) Through this activity, it was easy then to explain about Press (based on Rhodes 4Ps of Creativity- Person, Process, Product and Press) The good thing was that teachers became more aware that the press/ environment was more of a conglomerate of attitude, perception and feelings coming together. Most teachers initially identified the physical components, which though has an impact (especially with regard to the design of the learning spaces) needs to also consider the psychological components- push and pull issue (energy, human and dynamics) and also in terms of physical, mental and emotional resistance. Press may be one of the important considerations for creativity to occur, the working environment often affects how people to perform. “But truly creative people like Marie Curie (Innovative creative style) transcend physical discomfort and inconvenience to pursue their goals and visions. For years she endured a freezing and dilapidated lab in Paris to pursue the work she felt was impt. She believed that perseverance and self-confidence were needed to attend goals. Through education, we can provide an environment that allows people to experiment and “find” themselves

b) Games: Get people to loosen up, man (check out some of the videos I posted on http://yeojohn75.multiply.com/) Particularly enjoyed seeing how groups start to experience the rules of Divergent Thinking through the game "I have a Special Gift for you". *
How to play? Stand in small group of 5-8 folks (Warning: don't attempt to do this with more than 50- which ended up quite disastrous with Woogrove Sec workshop cos all the teachers were in "pain" after 10min)

i. Start with statement: "(name),I have a special gift for you...this is a ....**(think of somethings extremely wacky and impossible eg. tuff of my grandmother's white hair before she died)" T

ii. The receiver next receives ONLY with the statement : "YES, and I can use it for .... " * Some questions or issues to consider- - Why did I emphasize that participants use the exact words, especially with "YES, AND I can..." (No, you CANNOT be polite to thank the person..why?)

- Check: was it easy for participants to diverge with a illogical 'gift'?
- Check: What was the group dynamics and how did the individual react?
- Check: What is the implication to teaching a class of students with diverse learning styles?
- Check: Why was it important for the givers to shout out their thoughts and for receives to build on their ideas?
[**Consider participants' response in terms of fluency (idea generation), originality, flexibility (shifting mental gears)]

2) Beginning with digging into your own Mindset/ Mental model: A- Adaptable mind, B- Brains-on, C- need to Clarify.
To illustrate fact that it was not easy to "live out" the ABCs, we did another activity. The challenge was to get people really thinking about thinking. Sounds easy?? No way. Each group received a colour hat (based on Edward de Bono's 6 thinking hats)
White hat – pure facts, figures and information [Neutral, objective]
Red hat- 2 levels: emotions and feelings; hunch and intuition [feeling mode]
Black hat- devil’s advocate, negative judgment, why it will not work [Negative assessmt]
Yellow hat – sunshine, brightness and optimism, positive, constructive, opportunity [Positive assessmt]
Green hat- fertile, creative, plants springing from seeds, movement, provocation [Creative thinking]
Blue hat- cool and control, orchestra conductor, thinking about thinking [controlled and organized]

Then comes the challenge: 'URA is planning to modernise Chinatown into a futuristic theme park.What do you think? What are your ideas?' Each group then discussed using only the assigned colored frame of mind. After a round of sharing, I can't help but asked "May I have your permission to be really honest about what I just heard?" and I threw the question back to them- "Don't they all sound very similar- somewhat based on the emotional component???" I guessed this activity was useful to illustrate the fact that people generally are quick to judge and evaluate new ideas, whereby killing them even before we learn to see the value in all new ideas. It is somewhat like trying to simultaneously driving with one foot on the acceleration and the other on the brake at the same time. Lots of noise, but no moving much. http://www.slideshare.net/thecroaker/brainstorming-for-fund-and-profit/

I further explained by illustrating using Green hat's challenge and suggested perhaps to think about "what does the words-ie. chinatown/ future / modernise/ theme park, mean to you?" By breaking each what down, could we generate new ideas for each of them, without losing the novelty behind the ideas? I guess this workshop is only but a start. BUt I sure am looking forward to design the next workshop on making the Creativity Tools COme Alive in Project Work. If God allows, I would then conclude with designing my final workshop on Creative Problem Solving Thinking Model and do action research with teachers- who are keen to make a difference with Creativity!

"The voyage of discovery lies not in seeking new horizons, but in seeing with new eyes." Marcel Proust

20th American Creativity Association conference, 'Creativity Across Cultures', 25-29 Feb 2008

Don't people love immersing themselves in a highly creative environment such as attending a conference or workshop- where common interest are hot topics of deep conversation. This is the first time that ACA was held outside of US and where else, but Singapore. It was such a exhilerating experience of meeting great creative folks. Tony Buzan shared on how the future of learning is changing "Creativity = infinity + memory", Antony Le Storti, Ideatects, inc., on the principles of innovation, Dr Herbert Hauptman (Nobel winner, Chemistry, 1985) on his insights of “The Making of a Genius”, and the list goes on. Special mention goes to my advisor Mary Murdock, from Buffalo State University of New York, on providing time to discuss our learning.

On a personal note, it was an extraordinarily memorable experience cos it started on my 33rd Birthday (yes, 25 Feb) and what better way to a rousing start to the conference with a birthday song from the delegates (as an ice breaker since the guest of honor was late). All thanks to Suzzana Ramos who "sabo-ed" me la!

Create-teeth Buzz

The bus broke down right before my church gate on a Sunday morning. NOte the flat tyres in the front. Just like the frustrations of many- road users, passengers, church goers, etc, the very eye-catching ad does no help to make people think right or feel good. I seek then to demystify the negative perceptions of creativity, but to reveal in a personal way a tangible value of how creativity makes a big difference in everything.

1) Why "Create-teeth" (yes, creative it is)?
There are extremes of perception with regard to Creativity: some people are simple ignorant or feign "atas" that creativity is a word that is either too simplistic or too 'fluffy' to talk about? Others talk about being creative all the time; but at times, I wonder if they got it right; others feel that Innovation may be a better word since it translates to something that is of greater value in terms of process disign or product creation; while some simply don't see a need to be creative.

Thus, here is why "create-teeth" was created: I feel that for people to know about creativity- it needs first to spoken-not just articulated verbally, but to start to face the issue. Just like when people are angry, they may be unknowingly grinding their teeth. Likewise, there is a need to boldy handle issues of creativity and get people starting to using a common language. The heart of understanding is commununication. Families break down due to lack of communication, wars break out due to lack of understanding. For people to start immersing in the creative spirit of working and living together, the creative environment needs be open to discuss issues. Even those that are seemingly challenging or disputable.

2) Why "buzz"?
I chanced upon this entry in another blog- 'Didactics of Microlearning'in Connnectivism (Blog-http://connectivism.ca/blog/2007/12/didactics_of_microlearning.html) I quote: 'Writing a journal article, book, or book chapter, is concerned with presenting what one knows. Writing in informal spaces (such as a blog) is concerned with inviting others to join in an exploration of understanding a phenomenon not yet fully known.' It concisely describes why people wants and needs to be heard by leveraging technology as the powerful engine to "break down the walls". As an educator, I am increasingly aware that our digital native kids are constantly sharing information on the web. Just as I am right now in COpenhagen, Denmark @ 2.15am, I have in the past 15 minutes 6 different students inviting me to chat with them through msn (Singapore 9.15am). As the classroom doors are increasingly become more permeable (yes, I miss teaching the phospholipid bilayer of cell membranes ) at times I am wondering if teachers ourselves are living in a state of denial- that the technology and learning can't really mix? I guess it will take a generation of Singapore teachers to start embracing technology to 'design learning when learners may adopt multiple paths and approaches to content and curriculum? How can we achieve centralized learning aims in decentralized environments?'