10.2 Convergent vs. Divergent Thinking

Let us undertake a task that proposes that our introductory writing curriculum classroom at Fanshawe College (known as WRIT: Reason and Writing) is not limited to our present in-person explorations into the world of Socratic thought and exhaustive methodical scrutiny of issues, questions, answers, problems, ideas and mental recreations.

Let us accept that, as a result of our writing studies, we have created a space for true exploration and acquisition of new perspectives by re-thinking and exploring beyond the linear reasoning of a step-by-step, sequential, and logical thought process where each step builds on the previous one, leading directly to a “solution”.

Among the changes we must introduce to find a new intelligence that can satisfy the answers our new world demands of us is the shift from “Right Answer” to “Rich Thinking”. In other words, we need to move away from convergent thinking (one correct answer) and toward valuing the process of exploration and idea generation.

When embracing a model of Divergent Thinking, what we do is we:

• share our own brainstorming processes,
• we illustrate how we tackle problems creatively, and
• we think aloud when exploring multiple solutions.

I encourage you to reflect on your thought processes, challenges, and breakthroughs. This builds metacognition and helps you recognize your own creative growth.