Divergent thinking is a thought process or method used

to generate creative ideas by exploring many possible

solutions. It is often used in conjunction with convergent
thinking, which follows a particular set of logical steps to
arrive at one "correct" solution. Divergent thinking typically
occurs in a spontaneous, free-flowing manner, such that
many ideas are generated in a random, unorganized
fashion. Many possible solutions are explored in a short
amount of time, and unexpected connections are drawn.
Following divergent thinking, ideas and information are
organized and structured using convergent thinking.
Psychologists have found that a high IQ alone does not
guarantee creativity. Instead, personality traits that
promote divergent thinking are more important. Divergent
thinking is found among people with personalities which
have traits such as nonconformity, curiosity, willingness to
take risks, and persistence. Additionally, researchers
at Vanderbilt University found that musicians are more
adept at utilizing both hemispheres and more likely to use
divergent thinking in their thought processes.
Activities which promote divergent thinking include
creating lists of questions, setting aside time for thinking
and meditation, brainstorming, subject mapping / "bubble
mapping", keeping a journal, creating artwork, and free
writing. In free writing, a person will focus on one
particular topic and write non-stop about it for a short
period of time, in a stream of consciousness fashion.

Strategies of Divergent Thinking

The goal of divergent thinking is to generate many different ideas
about a topic in a short period of time. It involves breaking a topic
down into its various component parts in order to gain insight about
the various aspects of the topic. Divergent th inking typically occurs
in a spontaneous, free-flowing manner, such that the ideas are
generated in a random, unorganized fashion. Following divergent
thinking, the ideas and information will be organized using
convergent thinking; i.e., putting the var ious ideas back together in
some organized, structured way.

To begin brainstorming potential topics, it is often helpful to engage

in self analysis and topic analysis.

Self Analysis
Ask the following questions to help brainstorm a list of potential
topics.

1. How do I spend my time? What are my activities during a

normal day?
2. What do I know about? What are my areas of expertise? What
am I studying in school?
3. What do I like? What are my hobbies? What are my interests?
4. What bothers me? What would I like to change in my world or
life?
5. What are my strongest beliefs, values and philosophies?

Topic Analysis
Ask the following questions to help narrow and refine a broad topic
into a specific, focused one. Substitute your topic for the
word "something."

1. How would you describe something?

2. What are the causes of something?
3. What are the effects of something?
4. What is important about something?
5. What are the smaller parts that comprise something?
6. How has something changed? Why are those changes
important?
7. What is known and unknown about something?
8. What category of ideas or objects does something belong to?
9. Is something good or bad? Why?
10. What suggestions or recommendations would you make
about something?
11. What are the different aspects of something you can think of?
Techniques to Stimulate Divergent
Thinking
1. Brainstorming. Brainstorming is a technique which involves
generating a list of ideas in a creative, unstructured manner. The
goal of brainstorming is to generate as many ideas as possible in a
short period of time. The key tool in brainstorm ing is
"piggybacking," or using one idea to stimulate other ideas. During
the brainstorming process, ALL ideas are recorded, and no idea is
disregarded or criticized. After a long list of ideas is generated, one
can go back and review the ideas to criti que their value or merit.

2. Keeping a Journal. Journals are an effective way to record ideas

that one thinks of spontaneously. By carrying a journal, one can
create a collection of thoughts on various subjects that later become a
source book of ideas. People often have insights at unusual times and
places. By keeping a journal, one can capture these ideas and use
them later when developing and organizing materials in the
prewriting stage.

3. Free writing. When free-writing, a person will focus on one

particular topic and write non-stop about it for a short period of
time. The idea is to write down whatever comes to mind about the
topic, without stopping to proofread or revise the writing. This can
help generate a variety of thoughts about a topic in a short period of
time, which can later be restructured or organized following some
pattern of arrangement.

4. Mind or Subject Mapping. Mind or subject mapping involves

putting brainstormed ideas in the form of a visual map or picture
that that shows the relationships among these ideas. One starts with a
central idea or topic, and then draws branches off the main topic
which represent different parts or aspects of the main topic. This
creates a visual image or "map" of the topic which the writer can use
to develop the topic further. For example, a topic may have four
different branches (sub-topics), and each of those four branches may
have two branches of its own (sub-topics of the sub-topic) *Note* this
includes both divergent and convergent thinking.
 Convergent and Divergent
Thinking Styles
Hudson (1967) studied English schoolboys, and
found that conventional measures ofintelligence did
not always do justice to their abilities. The tests
gave credit for problem-solving which produced the
"right" answer, but under-estimated creativity and
unconventional approaches to problems.

He concluded that there were two different forms of

thinking or ability in play here:

 One he called "convergent" thinking, in

which the person is good at bringing
material from a variety of sources to bear
on a problem, in such a way as to produce
the "correct" answer. This kind of thinking
is particularly appropriate in science, maths
and technology.

 Because of the need for consistency and

reliability, this is really the only form of
thinking which standardised intelligence
tests, (and even national exams) can test
 The other he termed "divergent" thinking.
Here the student's skill is in broadly creative
elaboration of ideas prompted by a stimulus,
and is more suited to artistic pursuits and
study in the humanities.

 In order to get at this kind of thinking, he

devised open-ended tests, such as the
"Uses of Objects" test

Uses of Objects Test

Below are five everyday objects. Think of as many different uses as

you can for each:

 A barrel

 A paper clip

 A tin of boot polish

 A brick

 A blanket
 (No time limit: usually completed in 15 minutes)

From Hudson 1967

Hudson's argument has important implications. Not only does it

suggest that conventional approaches to assessment may be
seriously under-estimating the talent of part of the school
population; but also that the very assumptions behind current
curriculum and pedagogic strategies are restrictive. With divergent
thinkers, for example, it is not always realistic to specify the
intended outcomes of a lesson in advance. This of course leads into
the traditional minefield of assessing and accrediting creativity.
Fortunately, convergence and divergence are ideal types, and not
mutually exclusive.

See the use Kolb makes of this distinction in discussing forms of

knowledge