Divergent thinking

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 its cognitive colleague, convergent thinking, which follows a particular set of logical steps to arrive at one solution, which in some cases is a ‘correct’ solution. By contrast, divergent thinking typically occurs in a spontaneous, free-flowing, 'non-linear' manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected connections are drawn. After the process of divergent thinking has been completed, ideas and information are organized and structured using convergent thinking.

The psychologist J.P. Guilford first coined the terms convergent thinking and divergent thinking in 1956.

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 personality traits such as nonconformity, curiosity, willingness to take risks, and persistence.

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, playing tabletop role-playing games, 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.

Parallels have been drawn between playfulness in kindergarten-aged children and divergent thinking. In a study documented by Lieberman, the relationship between these two traits was examined, with playfulness being “conceptualized and operationally defined in terms of five traits: physical, social and cognitive spontaneity; manifest joy; and sense of humour". The author noted that during the study, while observing the children’s behaviour at play, they "noted individual differences in spontaneity, overtones of joy, and sense of humour that imply a relationship between the foregoing qualities and some of the factors found in the intellectual structure of creative adults and adolescents”. This study highlighted the link between behaviours of divergent thinking, or creativity, in playfulness during childhood and those displayed in later years, in creative adolescents and adults.

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