The paper “ Theoretical Approaches to Creative Problem Solving” is a creative example of the essay on management. Problem-solving, especially creative problem solving has become an essential skill or tool for amicably resolving a challenging situation. Such situations could be experienced in social life, in one’ s career as well as in a political or economic undertaking. The situation is almost general but what really matters is the effectiveness of the problem-solving skills and the approach adopted. Many models and theoretical approaches of creative problem solving have been designed, some by nature and others by professional design, to provide solutions to problems creatively.
This essay paper seeks to give a critical analysis as an end result comparison and evaluation of two theoretical approaches to creative problem-solving processes. Both in real-life scenarios and educational courses, learning of problem-solving is a necessity since it is a process that requires the application of knowledge and principles. The difference approaches, therefore, recognize commonly that creative thinking is part of the creative problem-solving process. This creative thinking is conditioned by receptivity, immersion into the process, devotion to resolution, getting answers to foreseen questions, and utilization of errors to improve (Titus 2000).
The creative bit stands out in the process and so this paper compares as well as evaluates Wallas’ Model of the creative process alongside The CLARION Cognitive Architecture. It is essential to consider and understand individual differences in problem-solving so as to enhance an adequate comprehension of the dynamic process of creative problem-solving. To appreciable extents, these differences are a result of the varied choices of models and theoretical approaches that are put into practice. Wallas’ Model of the Creative ProcessThe knowledge and principles are the basis of evidence in support of learning and applying Creative Problem Solving (CPS).
Conceptual, theoretical, and philosophical viewpoints have a wealth of evidence to support the teaching and learning of CPS. A category of theoretical approaches considers creativity as a rational process that incorporates phases or semantic concepts as well as associations. In this group is the Wallas’ model that was postulated by Graham Wallas in 1926 (Isaksen 2012).
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