 Hello, I welcome you all once again to my channel Explore Education and I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls to be College, University of Allahabad. And I am going to discuss the two, one of the most read and researched constructs in the field of psychology and educational psychology that is intelligence and creativity. Okay, and the lecture will be in bilingual mode and must be useful for any sort of academic purpose. Okay. So, first of all, we have talked about intelligence, I have talked about all the theories, measurements, all the intelligence. I have also talked about creativity, even brainstorming and reverse brainstorming, which is a way of inculcating creativity in the classroom. I have also discussed it with you. Okay. Okay. So, the main difference between creativity and intelligence, what is intelligence? What is intelligence? Okay. So, what is intelligence? Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. intelligence. Intelligence is that we are intelligent, we are intelligent, how can we solve it tactfully if we have a problem in front of us. And creativity is that how do we find the novel solutions of problems. We cannot think out of the box. We cannot think too much. So this is creativity. So we basically know the main difference between creativity and intelligence is that creativity is about new concepts and creating them while intelligence is about using existing knowledge to solve problems. Intelligence allows for more efficient and effective ways of doing things that are usually well understood. Whereas creativity uses completely new ways of thinking about something and is much more associated with visionary ways forward. This means that intelligence gives us the experience of understanding that we can do things efficiently and efficiently. But what is creativity? Completely new ways of thinking about something. Meaning someone has to think about something new in a completely new way and is much more associated with visionary ways forward. This means that he is very visionary. He thinks very ahead. Another important difference is the goal and scope of thinking outcomes. This is the most important thing for us if we know psychology that the main difference between intelligence and creativity is about thinking outcomes. What is the goal and scope of thinking outcomes is about intelligence and creativity. So one of the hallmarks of creativity is divergent thinking. That is, the characteristic feature of creativity is divergent thinking. Divergent thinking means how you can tell more solutions than one problem. You can tell in numerous solutions. Developing multiple possible solutions and new ideas. This can be, this can be, this can be the way of thinking. This is how divergent thinking comes in. Whereas intelligence on the other hand often focuses on finding a single best and even the only solution to a given problem. Intelligence is based on convergent thinking. This means that the problem tells us that one and the best solution is to tell intelligence. That is convergent thinking. And what is divergent thinking for creativity? How can we tell multiple solutions of a problem? This is the basic difference. This process is known as convergent thinking. So intelligence is based on convergent thinking and creativity is based on divergent thinking. Then, what is the other problem? How do we measure the intelligence of creativity? So intelligence is more objective than creativity and can be measured in terms of other people. However, the creative arts and creativity are difficult to measure because the process is often subjective. See, if you have to tell a solution, then it becomes objective. That means anyone will say that yes, this is a good solution, this is the right solution. But in terms of creativity, we are saying that you search separately. If you search separately, then what are the things that you will say that this is the most different. So subjectivity is involved in this. This means that it is difficult to measure creativity when you can easily measure intelligence. Then, apart from that, there is a special difference in both. In intelligence testing, the speed and accuracy of the cognitive behavior is emphasized. That is, when we do an exam on you, then we see that you are doing it so quickly, doing it with so much wisdom, so accurate. What is the result of the creative test? It is so novel, it is so new, it is so advanced, it has so much flexibility, it has so much knowledge. We give it weightage. So here, it is not said to you that you immediately tell such a solution that no one else has. Sorry. We will tell you that you take time, think about it. But tell that thing that no one else has told. It is completely different, it is completely different. But in intelligence testing, there is a point of error, a point of wisdom from you that you will do it quickly, you will do it right. Then, it has been observed that highly creative people usually possess the intelligence to a high degree. But it is not essential for an intelligent person to be creative. I mean, understand that it has been observed that highly creative people usually possess the intelligence to a high degree. Meaning that very creative people are intelligent. But it is not necessary that an intelligent person will be creative. Meaning that if he is creative, it means that we are intelligent only then we are creative. But if we are intelligent, it does not mean that we are not creative or not. This is one of the differences. One may possess with high intelligence without having creative abilities. Someone can be very intelligent and it is possible that someone is not creative at all. An adequate level of intelligence is a necessary condition for being creative. This means that if we want to be creative, it means that we should have an adequate level of intelligence. A mentally retarded person cannot be expected to be creative. A mentally retarded person who is a retired individual from a mental group, we cannot expect that he will be intelligent. Now let's talk about inter-relationship. We study theory, intelligence and creativity. But generally, when we are students, we do not have enough time to find inter-relationship. We have so much pressure, we have to remember so much intelligence and creativity. We just remember it and it is different compartments. We cannot see them as a juxtaposed on each other. We may not have enough time and our education system does not ask us such questions. That is why we do not have enough time to find inter-relationship analysis. When we ask such questions, we are forced to answer them directly. But when you look at inter-relationship, you will realize that we already knew it, but we did not pay attention to it. We studied Sternberg in Trier's theory and intelligence. When he was giving his theory, he told us that there can be 5 possible relationships between creativity and intelligence. Did we ever think about it? No. He is saying that creativity is a subset of intelligence. That is, intelligence is the umbrella term and creativity comes from it. It is a subset of intelligence. Intelligence is the subset of creativity. Creativity is the umbrella term. It is a wider term. It is a broader aspect. Intelligence is a part of it. Creativity and intelligence is overlapping. It overlaps with each other. Creativity and intelligence is disjoint. Creativity and intelligence is disjoint. The last two categories are creativity and intelligence as overlapping and creativity and intelligence as disjoint. He is saying that it is a little rare. It is a very possible set. Creativity is a subset of intelligence. It is the most common. How? We studied Gardner's multiple theory. He is saying that Gardner has used multiple intelligence theory to study creativity. To study his creativity, Gardner used multiple intelligence theory. Implicitly suggesting that creativity is a subset of MI theory. That is, he said that intelligence is a subset of multiple intelligence theory. In the same way, Gardner writes a very good book, Creating Mind. In it, he says, He used case studies of eminent creators to argue that people can excel creativity, creatively as a function of embodying different intelligence. He wrote a book, Creating Minds. He wrote a lot of great people, creators, his case studies. He found that they are all creative. And they have some kind of intelligence. Because he talked about multiple intelligence. For example, he said to Picasso that he has a special intelligence. And he is creative. He told Pryad that he has interpersonal intelligence. And he is creative. He told Stravinsky that he has musical intelligence. And he is creative. Einstein has logical mathematical intelligence. And he is creative. Yes, he has linguistic intelligence. He is creative. And Matha Graham has bodily kinesthetic intelligence. He is creative. And Gandhi has interpersonal intelligence. And he is creative. See, he studied and told us. Because he told us all that there is spatial intelligence, there is musical, there is logical mathematical. Intrapersonal, interpersonal, linguistic, bodily kinesthetic. He has talked about that. He said that these are all creative. He proved to us that creativity is part of intelligence. Intelligence is part of creativity. Okay. Let's go ahead. Another theory that includes creativity as a core component is the Sternberg's theory of successful intelligence. Sternberg, who gave his theory of intelligence, he also knows the name of successful intelligence. He gave three theories. If you remember, you will read this Sternberg video again. He said that there is a componential sub-theory, experiential sub-theory and contextual sub-theory. If you recall it, you will remember that Componential sub-theory is related to intelligence to the internal world of the individual. It relates the intelligence to both... the internal and external worlds of the individual. That is, our internal and outer world from which we have to take is an experiential sub-theria. And the contextual sub-theria which relates intelligence to the external world of the individual. That is, one outer world, one internal world and one external world, both. The experiential sub-theria that we are talking about is directly related to creativity. This means that the theory of stunber is also proving that creativity is a subset of intelligence. In the same way, the CHC model of Cattle, Haud, Carrol also tells us that creativity is a subset of intelligence. And if we talk about intelligence as a subset of creativity. So, some people say that creativity is a subset of intelligence. In contrast, other researchers have hypothesized that intelligence is a part of creativity. Although this approach has received scant attention among intelligence researchers, systems models of creativity. Look, there are many models of creativity in which the system model of creativity is key to emphasise the contribution of intelligence and related cognitive processes as one factor among many that influence the development of creativity. They are saying that if we want to develop Ratchanarth Makhta, then intelligence contributes to it. That is why they are saying that the substance of creativity is the substance of creativity. Similarly, Sturmburg and Lubaart had an investment theory, which said that six main elements contribute to successful creativity. They are saying that if we want to be successful and creative, then there are five main elements of it. Intelligence, knowledge, thinking styles, personality, motivation and the environment. Intelligence contributes to creativity. So, what is intelligence? Everything has become a subset of creativity. If we talk about overlapping sets, then Sturmburg's third set conceptualises intelligence and creativity as overlapping yet resisting concept. The last one is creativity and intelligence as disjoint. It will become a pair of creativity and intelligence as disjoint or intelligence or creativity as disjoint. This is why they have not discussed it. Discussed is creativity as a subset of intelligence. Intelligence as a subset of creativity. And creativity and intelligence are overlapping sets. Let's talk about this. They are saying that intelligence and creativity are overlapping, but distinct. They are different, different. They are different. They are different. They are different. They are different. Rangeli's concept came in. They said three ring conception of giftedness. The theory of giftedness was given by the concept of free-ring. Giftedness implicitly cast as high-level creative production. There is no doubt in this that the gifted individual is highly creative. It is caused by the great giftedness. Overlap of high intellect. High intellectual ability, creativity, and task commitment. That is to say, we should have high intellectual ability, creativity, and task commitment. When we overlap, we will be gifted. High intellectual ability, creativity, and task commitment. From this perspective, creativity and intelligence are distinct constructs. But overlap considerably under the right conditions. That is why, if we look at it this way, intelligence and creativity are distinct. They are different, special, but overlap. In a similar way, in this direction, the concept of planning. We have also read the past theory. It is a bit of an ugly area in 2001. It is the latest theory on intelligence. You can listen to it again if you have forgotten. When we talk about past theory, it is also said that creativity and intelligence is related, but distinct in their definition of creativity. They are saying that creativity and intelligence are related to each other. But still, they are distinct. The interaction among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context. They are saying that creativity is interacting with each other. The aptitude, the process that is going on within us, we have got such an environment. They give us an example so that we can make something new and useful in a social context. Okay. So, if we want to conclude intelligence and creativity, what will we say? That the threshold hypothesis states that high IQ does not necessarily indicate high creativity. That is, we can say that there is absolutely no need to be very intelligent that it is very rational. Studies have proven that above a certain level, intelligence does not really impact creativity. I mean, we have been given by studies, researchers, and proofs that after a certain level, they are saying that an adequate level of intelligence is required for being creative. So, they are saying that above a certain level, when we go above that adequate level, intelligence does not really impact creativity. The findings prove that there is a minimum threshold of intelligence that is required for high creativity. They are saying that a minimum threshold is required for us. But after that point, it is absolutely individual to continue to practice, learn, and further develop skills. That is, if we want to be creative, then we have to be understanding, but of a minimum level. And after that, it depends on how we learn things, how we react, how we practice. So, that will depend on whether we will be creative or not. For creativity, a minimum level of intelligence is required. The threshold theory suggests that intelligence is a necessary but not a sufficient condition of creativity. It means that intelligence is necessary to be creative, but it is not a sufficient condition. It means that other things are required. Interference hypothesis says that very high levels of intelligence may interfere with creativity. They are saying that if you have a very high level of intelligence, then it will hamper creativity. See, how it depends on creativity, on divergent thinking, on intelligence, on convergent thinking. So, when you have a very high level of convergent thinking, then divergent thinking will end itself. It is very difficult to have both the thinking, where we are looking for a very best solution and a multiple solution. So, for divergent thinking, a minimum level of convergent thinking is said to be important. For creativity, a minimum level of intelligence is required. After that, intelligence and creativity can hamper creativity. There is no positive correlation. I think that intelligence and creativity is the most important thing. The most important thing is to be a teacher, to be a member of academic fraternity, which is the most important thing for us. We see intelligence in our children, to read creativity, to study, to teach, to inculcate. So, you must have become more clear now. I think so. Okay. Thank you and don't forget to like and subscribe my channel, Exploration. Okay. I'm done for my day.