Berenice "Bee" Bleedorn -- Celebrating and Remembering a Great Educator, Philosopher, Humanist, Artist

To my fellow creative dreamers,

This morning I received word that we have lost one of The Great Ones in the creativity field. My dear friend -- our dear friend -- Berenice "Bee" D. Bahr Bleedorn has died. She was my friend and mentor and inspiration and colleague and teacher who got me into the creativity field 20 years ago this fall at the University of St. Thomas. Her passing leaves a (w)hole in the world. When Bee's 2005 book came out, the "book warming" invitation had a poem on it that was written for her by a Metropolitan State University student in the early 1970s. It really states the impact of Bee on us, and the way we should continue to always see the creative potential in others:

SEED WOMAN
By Kathleen Kuehnast

Seed Woman
Sower of human potentials,
Like a chemist
You experiment with possibilities
And mix together the unordinary
Until it becomes extraordinary.

We will always need in this world
Flowers and roots, seeds and ground,
and a sower -- whether it be the wind
Or you.

For those of you on Facebook, several comments have been left. Please add your thoughts, if you would like.

It looks like the funeral will be Tuesday afternoon at St. Joan of Arc in Richfield, Minnesota. Bee's daughters will confirm this on Friday. A full obituary will be in the papers on Sunday. You can also add comments to the online legacy in the Star Tribune obituary listing.

FRIENDS, please plan to come and join us to celebrate Bee's life with us ... most likely after the funeral on Tuesday. Please share this information and invitation with others, and we will update you with the specifics in the next day or so.

With a heavy heart, filled with gratitude for the 20 years of knowing Bee ...

Steve Dahlberg
International Centre for Creativity and Imagination
http://www.appliedimagination.org/

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WSJ: What Makes Kids Creative

Researchers believe growth in the time kids spend on computers and watching TV, plus a trend in schools toward rote learning and standardized testing, are crowding out the less structured activities that foster creativity. Mark Runco, a professor of creative studies and gifted education at the University of Georgia, says students have as much creative potential as ever, but he would give U.S. elementary, middle and high schools "a 'D' at best" on encouraging them. "We're doing a very poor job, especially before college, with recognizing and supporting creativity," he says. Many parents are stepping into the breach by nurturing their kids' creative skills. They are challenging them to generate new ideas or encouraging them to notice problems in the world around them and research possible solutions. By tolerating "wrong" answers or allowing their children to live in a fantasy world for a while, parents can put off the emphasis on skill-building and achievement, researchers say. ... Some parents are signing their children up for programs designed to foster creativity. One such program, Destination ImagiNation. ... Similar programs include Odyssey of the Mind, and Future Problem-Solving Program International. ... Parents also need to refrain from judging kids' ideas, even if they seem crazy or naive. ... It is best to avoid paying too much attention to the outcome of kids' creative efforts, says Dr. Kaufman, the professor. "The more emphasis put on the final product—'It's so beautiful I'm going to frame it and tell my friends about it,' " he says, the greater is "the risk that the kid is going to do pictures for the praise, and not for the enjoyment." Instead, emphasize effort over results. ... Raising a creative child can be taxing. Such kids tend to have above-average "spontaneity, boldness, courage, freedom and expressiveness," Dr. Kim says. So they sometimes behave like little anarchists. [15 December 2010 - Wall Street Journal - More]

Pure Genius [... It Doesn't Come From the Classroom]

In the popular imagination, geniuses are a breed apart. They are capable of insights or artistic creations that no amount of training and effort could produce in mere ordinary folk. You can squander your genius or fail to fulfil it but, ultimately, you either have it at birth or you don't. Four new books about genius all interrogate this powerful myth. At the very least, they show that the soil in which genius grows matters at least as much as the seed, which is why particular cultures produce particular types of genius at particular times in history. This is the implicit message of Peter Watson’s The German Genius and Robert Uhlig’s Genius of Britain, which look at collective as well as individual brilliance. In Sudden Genius? Andrew Robinson goes further in undermining the myths of genius, suggesting that virtually none of the common-sense ideas we have about it stack up. And in The Genius in All of Us, David Shenk claims the idea that genius is dispensed at birth is still based on discredited genetics. ... All four authors converge, however, on two trends common to genius. The first, most apparent in Uhlig and Watson’s books, is that the minds of geniuses almost always first form themselves outside the confines of formal, standard education. The best education money can buy may be good for most but for true, original creativity, it is more of a hindrance than a help. Einstein was not the under-achiever of legend at school but his autodidactic pursuits were more important for his intellectual development and he only came into his own in private study. The second condition of genius is that it does not emerge without tremendous effort. Robinson describes this in terms of the “ten-year rule”, an idea which Malcolm Gladwell popularised in Outliers: The Story of Success. To achieve something truly outstanding requires about 10 years of regular and extensive work and practice. [10 December 2010 - Financial Times - More]

Gardner Promotes "Five Minds" for the Global Future

[29 September 2008 - By Steven Dahlberg - Report from the Global Creative Leadership Summit] "What kinds of minds do we want to cultivate?" asked Howard Gardner last week at the Global Creative Leadership Summit. "What kinds are most important?"

Gardner, who is a professor of education at Harvard University, described five minds that are important -- disciplined, synthesizing, creating, respectful and ethical -- and require different kinds of intelligence.

"You can't have it all," he said. "There are tensions between these kinds of mind." He suggested that education policies need to address these conflicting tensions. He further described each of these "minds":

• DISCIPLINED: knowing something well and working on it.
• SYNTHESIZING: the ability to deal with inundation of information; understanding what to pay attention to, what to ignore; and how to put this information together.
• CREATING: thinking outside the box; having new ideas. "You can't think outside the box unless you have a box," said Gardner. "You need the disciplined mind, too."
• ETHICAL: asking what one's responsibilities are as a worker or citizen; not "what are my rights?"
• RESPECTFUL: more than tolerance of differences; cultivating respect and emotional and interpersonal intelligence.

Gardner added that sometimes respect and ethics can clash.

"You can't develop all these minds in every single person," he said. "The society in which one lives decides what we should be emphasizing." For example, Gardner pointed out that some East Asian countries overemphasized discipline at the expense of creativity.

"Each person needs to figure out the right blend of these minds," concluded Gardner.

Gardner shared these ideas during the Global Creative Leadership Summit opening session on "What If? Scenarios: The Futures of Globalization." It was held September 21, 2008, in New York.

ABOUT THE SUMMIT AND SPONSOR: The Global Creative Leadership Summit, sponsored by the Louise Blouin Foundation, is a three-day forum that brings together great international minds -- including heads of state, CEOs, Nobel Prize-winners and acclaimed artists -- to address pressing global issues, including geo-economics, foreign policy, education, health, poverty and climate change. The Summit also has a goal to work with developed and developing nations alike in order to best address global issues. The Louise Blouin Foundation is an international nonprofit organization that seeks to provide a globalization platform to address challenges in such diverse areas as international trade, foreign policy, education and the environment through the lens of culture and neuroscience.

Creativity, Education and the Brain

[22 September 2008 - By Steven Dahlberg - Reporting from the Global Creative Leadership Summit] In his introduction to the panel on "Education, Creativity and the Mind," neuroscientist and moderator Antonio Damasio raised several questions about the intersection of these three topics:

• How might education promote cultural understanding? Not just skills and knowledge; but becoming citizens who understand the working of societies, or respect the well-being of the other.
• How might culture be used to promote the well-being of others?
• How might the arts and humanities fields be used in schools to promote cultural understanding?
  

Damasio is a professor of neuroscience at the University of Southern California and director of the Brain and Creativity Institute. He said classrooms and textbooks are no longer the necessary basis for what's going on in learning and education. When they are used, they need to be put to the right service to be effective.

He said one way that neuroscience can be used in support of education is to better understand how neurobiology illuminates the social process -- what brains are doing when they are engaged in social interaction..

Highlights and comments from the rest of this session:

• "Play is a child's work," said Hasbro Chairman Alan Hassenfeld. He is also working to set up one global human rights standard for toy safety.
• Seattle-based artist Susan Robb said she frequently asks students WHO they want to be rather than WHAT they want to be. She also suggested used Visual Thinking Strategies as a tool for helping young people understand art.
• Architect Richard Meier said that new thinking and new ways of rebuilding our cities -- such as post-Katrina New Orleans -- are being ignored.
• Australian neuroscientist Richard Silberstein said there's been an explosive pathologizing of ADHD with three- to nine-percent of the population supposedly afflicted by it. This caused him to wonder if some people being medicated for a pathological condition labeled "ADHD" might actually have something else going on. That is, might there be a spectrum of thinking styles, which ranges from more convergent and orderly thinking (the kind often found in classrooms) to more divergent and dynamic thinking. In a study that is just beginning to produce some results, he is finding connections between ADHD, high IQ and high levels of creativity. Using the Torrance Tests for Creative Thinking and neuroscience measurements, he is looking at connections between creative thinking and the way that regions of the brain communicate with each other. He said that the brain states required for focused work are not the same as those necessary for high creativity. Finally, he talked about the connection between motivation and hope and the importance of a neurobiology of hope. He said hopelessness lowers the neurotransmitters that make learning possible.
• Allan Goodman, president and CEO of Institute of International Education, said brains need safety. He talked about the issues of mobility and safety for scholars, especially in countries with high levels of threats and violence.
• Johns Hopkins neuroscientist Majid Fotuhi said that "learning requires a healthy brain." He pointed out the connection between obesity and dementia, and said that childhood obesity is affecting the brains of children both now and in the long term. Brains of overweight children do not get enough oxygen, which in turn affects the overall health and functioning of the brain.
• Wikipedia founder Jimmy Wales talked about the importance of informal learning communities and how technology and informal processes can enhance and encourage creative exploration and the playing with ideas.
• Oxford neuroscientist Colin Blakemore raised the interplay between common sense, education, science and the brain. For instance, he asked why many schools have not changed their language-teaching curriculums to teach languages to children younger than 10, rather than in middle and high school were many students still begin learning languages. Brain research shows the brain's great capacity to learn languages in the first 10 years of its development, yet schools often teach language after the brain as foreclosed on its peak language-learning capacity. He advocated for a new biologically based science of education, which better integrates neurosciences insights about learning into how society does education. Finally, he talked about the importance of learning in real situations versus structured, metaphorical ways; and the importance of teachers conveying their own passion and enthusiasm. "Great teachers convey the great enthusiasm that drives them."
• MIT neuroscientist Nancy Kanwisher asked: How can education enhance our capacity to express empathetic understanding? How might we use the Web to create cheaper versions of cultural and educational exchanges for young people, given the great impact of such face-to-face exchanges?
• Oxford physiologist John Stein emphasized again the importance of active learning as a much better way for teaching children. He said many communities and schools have an obsession with safety that has outweighed the opportunities for play and for being in nature. Talking about visually dyslexic people, he said many of them are incredibly creative, though they have problems reading. He's interested in the ways and the why that dyslexics are creative. He also shared his research about the impact of poor nutrition on learning and the brain. He has found impaired brain cells in dyslexics and his research has shown positive improvements in some people when they increase their intake of vitamins, minerals and Omega-3 fatty acids. He said a deficiency in nutrition can lead to an inability to pick up social cues. In one of his prison studies, he found that by addressing nutrition deficiencies in prisoners, there was a one-third reduction in further offending.
• The Netherlands Prime Minister Jan Peter Balkenende summarized what he heard from these contributors: the importance of informal learning and its relationship to the formal classroom; responsible citizenship is core to a good society; the role of culture and art and whether one's country or community has a stimulating climate of culture; and the importance of education for positive social interaction.
• Gerard Mortier, director general of the Paris National Opera, said art is not an appendage of society, but at its center.
• Finally, Teachers Without Borders founder Fred Mednick asked how might we scale goodness?

ABOUT THE SUMMIT AND SPONSOR: The Global Creative Leadership Summit, sponsored by the Louise Blouin Foundation, is a three-day forum that brings together great international minds -- including heads of state, CEOs, Nobel Prize-winners and acclaimed artists -- to address pressing global issues, including geo-economics, foreign policy, education, health, poverty and climate change. The Summit also has a goal to work with developed and developing nations alike in order to best address global issues. The Louise Blouin Foundation is an international nonprofit organization that seeks to provide a globalization platform to address challenges in such diverse areas as international trade, foreign policy, education and the environment through the lens of culture and neuroscience.

Education, quality thereof - A Profile of Berenice Bleedorn and E. Paul Torrance

This week's convention of the National Association of Gifted Children, taking place in Minneapolis, is recognizing creativity great E. Paul Torrance for his leadership in developing and promoting creativity in education. Today, the (Minneapolis) Star Tribune profiles another creativity great -- Torrance's student and my mentor and colleague, Berenice Bleedorn. Columnist Syl Jones celebrates Berenice's nearly 50 years of tireless work to integrate creativity into education, both in Minnesota and throughout the world. Perhaps the tipping point is finally coming ...

- Steve Dahlberg

[9 November 2007 - Star Tribune - Minneapolis, Minnesota] ... This week, the annual convention of the National Association for Gifted Children has taken place in Minneapolis. One of the attendees is a 95-year-old woman -- Berenice (Bee) Bleedorn -- whose powerfully active mind is still searching for ways to reshape society's views on education. As the hausfrau-cum-Ph. D. has rightly pointed out, if we would only start with E. Paul Torrance, our education system -- and our students -- would be the better for it. More

Toward an A+ in creativity

[20 February 2007 - Boston Globe] Judging a school by its test scores isn't a bad idea, it's just a limited one. A bill in the state Legislature would create a new measuring stick -- one that charts the chances students have to engage in creative activities. That might mean acting in the school play or being in the science fair. And as this century dawns, it should also mean engaging in multidisciplinary activities that may combine math and art or science and economics. Filed by Representative Daniel Bosley, a North Adams Democrat, the bill would set up a commission of cultural and business people as well as educators and legislative representatives to devise an index of creative and innovative education. More

Like other aspects of modern life, schools must change

[10 January 2007 - Half Moon Bay Review - Opinion] ... One of CASA's guiding principles, which specifically addresses individual needs, is Howard Gardner's Theory of Multiple Intelligences. In our society, we often think of people who are "good at" math or language as "smart," yet we don't offer that same mark of respect to gifted artists or musicians. Why is that? When I was young, my mom would say things like "So-and-so is smart at cutting hair" or "smart at fixing cars," and it wasn't until recently that I realized how true her words were: It's all brain power. It's all intelligence. The holistic approach adopted by CASA acknowledges and nurtures this belief, allowing the students to access the curriculum through their strengths, develop in many different areas, and recognize intelligence in others as well as in themselves. More