

Ing. Salih CAVKIC
orbus editor in chief


Murray Hunter
University Malaysia Perlis

Perpetual Self conflict: Self
awareness as a key to our ethical drive, personal mastery, and perception of
entrepreneurial opportunities.
Murray Hunter

The Continuum of Psychotic Organisational Typologies
Murray Hunter

There is no such person as an entrepreneur, just a person who acts
entrepreneurially
Murray Hunter

Groupthink may still be a hazard to your organization - Murray Hunter

Generational Attitudes and Behaviour -
Murray Hunter

The environment as a multi-dimensional system: Taking off your rose
coloured glasses
- Murray Hunter

Imagination may be more important than knowledge: The eight types of
imagination we use - Murray Hunter

Do we have a creative intelligence? - Murray Hunter

Not all opportunities are the same: A look at the four types of
entrepreneurial opportunity -
Murray Hunter

The
Evolution of Business Strategy
- Murray Hunter

How
motivation really works - Murray Hunter

Evaluating Entrepreneurial Opportunities: What’s wrong with SWOT? - Murray
Hunter

The five types of thinking we use - Murray Hunter

Where do entrepreneurial opportunities come from? - Murray Hunter

How we create new ideas - Murray Hunter

How emotions influence, how we see the world? - Murray Hunter

People tend to start businesses for the wrong reasons - Murray Hunter

One Man, Multiple Inventions: The lessons and legacies of Thomas Edison
- Murray Hunte

What’s with all the hype – a look at aspirational marketing - Murray
Hunter

Does Intrapreneurship exist in Asia?
- Murray Hunter

What’s
with all the hype – a look at aspirational marketing
- Murray Hunter

Integrating the philosophy of Tawhid – an Islamic approach to organization
-
Murray Hunter

Samsara and the Organization - Murray Hunter

|
Do we have a creative
intelligence?
Murray Hunter
University Malaysia Perlis
There
is no conclusive agreement about what the concept of intelligence really is.
Some concepts of intelligence focused upon achievement,
i.e., how much a person really knows relative
to others in an age group, or aptitude
orientated, i.e., the person’s ability
to learn[1].
Traditionally intelligence has been considered as a general trait “g”
where people would differ in the level
they possess. However as separate abilities
(e.g. verbal, memory, perceptual, and
arithmetic) were recognized as
intelligence, the concept of intelligence widened[2].
Howard Gardner took an interest in Norman Geschwind’s research concerning what
happens to normal or gifted individuals after the misfortune of a stroke or some
other form of brain damage. Gardner was amazed at how a patient, counter to
logic would lose the ability to read words, but could still read numbers, name
objects, and write normally [3]. This
suggested that different aspects of intelligence originate from different parts
of the brain.
Gardner synthesized his knowledge of the study of brain damage with his study of
cognitive development and believed that peoples’ endeavors were not based upon
any single type of intelligence, but rather a mix of different intelligences.
Intelligence needs to be applied in various ways for survival in different
environments and thus the abilities of a banker, medical doctor, and Eskimo
looking for fish are situational specific, all requiring high levels of
competence. Western society heavily values verbal, mathematical, and spatial
competencies while other competencies may be more important in other cultures.
Intellectual competence must therefore entail the possession of a set of skills
that can enable someone to solve problems, resolve difficulties they may find in
day to day living, have the potential to find problems, and have the ability to
acquire new knowledge from their personal experiences[4].
Every form of intelligence can be seen as a specific paradigm having its own
symbols and logic that will define, enable evaluation, and solve problems.
Gardner hypothesized the multiple intelligence theory in recognition that broad
mental abilities are needed in society and that every person has a unique blend
of different intelligences[5]. Gardner
initially listed seven types of intelligence,
body-kinesthetic, verbal-linguistic,
logical-mathematical, visual-spatial, musical, interpersonal, and intrapersonal
intelligence. Gardner also affirmed
that our separate types of intelligences may not just be limited to the seven
above and that others may also exist. Brilliance and achievement most often
depend upon the individual finding the right vocation in life that suits their
intelligence mix.
One of the other forms of intelligence that Gardner speculated about was
spiritual intelligence. Zohar and Marshall postulated that spiritual
intelligence is a moral base enabling us to question issues of ‘what’
and ‘why’
about things, and whether we should or
shouldn’t be involved in particular activities[6].
Unlike general intelligence which is logical and rational, spiritual
intelligence enables us to question, which is central to the concept of
creativity.
Expanding upon Gardner’s concept of interpersonal intelligence is the concept of
emotional intelligence (EQ), which has become very popular over the last two
decades. Emotional intelligence places emphasis on a number of characteristics
that are important for creativity within a group or social setting[7].
However emotional intelligence may have a dark side. Some individuals are able
to utilize only the perception traits of emotional intelligence without feeling
the emotions of sympathy, compassion, and altruism. They are better able to
manage and manipulate others emotions better than their own[8].
This ability to manipulate and deceive others, albeit creatively, has been
dubbed Machiavellian Intelligence
by Andrew Whiten and Richard Byrne[9].
This appears a primal ability in humans as primates have been observed
manipulating groups in order to gain support and rank[10].
Intelligence and creativity are very different. The narrower definition of
intelligence tends to be the basis of convergent thinking, while creativity is
about divergent thinking in this regard. Creativity is a much wider concept than
intelligence. Our creative style has very little to do with our general
intelligence[11]. Our creativity has more
to do with the particular characteristics of our intelligence and thinking
styles we rely upon (see figure 1). Creativity relies upon imagination to assist
us see patterns and similarities between unrelated things through metaphor and
analogy, etc. Creativity occurs across our various intelligences, bringing them
into synergy[12]. Original thinking is
about making these connections.

Figure 1. The four major thinking typologies
Multiple intelligence recognizes that different skills originate from different
areas of the mind and offers a different insight into how we think. There are
multiple paths of perception and reasoning patterns. A single form of
intelligence restricts the very way a problem is seen, what data is useful, how
the data is organized and analyzed, and what alternatives are acceptable. In
addition, domain paradigms that the majority of people have been trained within,
can act as barriers to breakthroughs and this is often why a person from outside
a domain may have an advantage. Prior knowledge can be restrictive and anchor
one to existing assumptions and beliefs that prevail within the domain. This is
why prodigious performance is much more likely in fields where prior knowledge
is not so important like chess, music, and mathematics, than in fields that
require extensive knowledge like medicine, biotechnology, and nano-electronics,
etc. Some entrepreneurs are able to successfully enter new domains without any
formal training because they are not restricted by the patterned thinking of the
relevant disciplines to the industry[13].
The ability to change thinking paradigms is a pathway to creativity.
If we view intelligence as a wide concept and focus upon the outcomes then
intelligence becomes cultural, geographic, time-bound, and a situational and
contextual process rather than a trait[14].
Therefore it’s not intelligence itself that is important, but how knowledge is
processed and what is done with it. Recent research into children with learning
disabilities indicates that it is the capacity of the working memory,
i.e., the capacity to store and manipulate
information and domain related knowledge,
is more important than IQ in academic attainment[15].
However social bounding restricts acceptance of what is original and what is
not. For example whether Yoko Ono’s
avant-garde art expression is
considered original depends upon her peers. The Royal Society overlooked Edmund
Stone’s discovery that willow bark relieved fever, leading to the discovery of
aspirin.
The consequences of something new may not be seen for many years. It took more
than a decade for the value of powered flight to be realized, as it was only
when a need for spotting on the battlefield emerged during the Great War that
led to rapid development of the aircraft industry. While the development of the
automobile industry was restricted in England with laws requiring a man with a
flag to walk in front of any automobile on the road, the European industry grew
rapidly and flourished without these social and legal restrictions.
Although the cognitive processes of creative thinking may not change, the
knowledge, surrounding culture and applications will. Thinking is usually based
upon historical precedent and thereby
path dependent, focused upon solving
contemporary problems. Over time the paradigms, values and ethical orientations
we think within will change. Thinking tends to be dominated by major themes and
contemporary issues (societal
patterning) of the time such as
centralization and mechanization in the 1950’s, technology in the 1960’s, low
cost labor intensive manufacturing in the 1970’s, capital intensiveness of the
1980s, globalism of the 1990’s, sustainability in the 2000’s, and localization
over the last decade.
Economists, medical doctors, psychologists, scientists, and managers are bounded
to the current thinking of their respective fields, anchored to the current
values and philosophies (domain
patterning). Organizational thought is
often restricted through the assembling of ‘like
minded’ people sharing the same beliefs
and values where differing opinions may be subtly suppressed
(organizational patterning).
The tacit influence of political
correctness is intrinsic censorship
that is much more powerful that formal means of censorship ensuring compliance
to the beliefs and values of the time and place. What we read, study, and learn
most often dominates our thoughts locking us into existing flows of ideas,
anchoring our thoughts to the current ‘realities’
that society defines as ‘truths’.
Peer and group acceptance is a very
important personal need which may inhibit the expression of ideas unacceptable
to the group.
To be creative in the social arena, a person should have a high level of
emotional and spiritual intelligence[16].
Sternberg mentioned the concept of practical intelligence which is necessary for
a person to adapt, shape and make selections in everyday life in order to cope
with everyday issues and problems[17].
Practical intelligence is thus a measure of tacit knowledge, where tacit
knowledge is what is needed to survive and be successful in a given environment[18].
In the same article Sternberg mentioned the concept of creative intelligence.
This concept is also mentioned by a number of other authors, although the term
is used broadly and there is little consensus upon what it really constitutes.
Creative intelligence is a term grouping together the cognitive and
non-cognitive aspects of creative generation like intense interest, motivation
and other social influences[19], or a
term that refers more to styles of creative thinking
[20]
[21].
So both concepts of creative intelligence widen the concept of creativity by
placing importance on the contextual and environmental variables on one hand and
on thinking processes, applications, or styles on the other. Rowe outlines four
styles of creative intelligence;
· Intuition which is based on past experience to guide action,
· Innovation which concentrates on systematic and data orientated problem
solving,
· Imagination which uses visualization to create opportunities, and
· Inspiration, which emotionally focuses on the changing of something[22].
Khandwalla focuses on a number of personal characteristics like sensitivity,
problem restructuring ability, fluency, flexibility, guessing ability,
originality, elaboration and the uses of various thinking processes that support
them, e.g., convergent thinking, problem
restructuring, and elaboration, etc
[23].
These approaches show that creativity is both
influenced by the environment and thinking processes employed.
In such a context creativity can be broadly considered an ability, or an
intelligence in its own right. A metaphorical construct of creative intelligence
would look something like Figure 2. A person is surrounded by their social
environment. The social environment stimulates an individual’s perceptions,
socializes beliefs and makes judgments upon creative efforts. The family,
domicile outlook, generational influence, age, education, work and life
experiences, etc, all have some influence on interest and motivation, which
should skew an individual toward interests and passions like art, teaching,
engineering, science, home duties, sports, etc.
The environment is completed by the field where contemporaries and peers within
it ultimately make social decisions about what is creative and what is not. For
example the art community decides what art is outstanding and what art is
mediocre. These judgments may only occur years after the object of art was
created, as it may take an artist many years to become recognized. Although
Vincent van Gogh painted most of his life, it wasn’t until the end of his life
that he became known. It was only after his death that his vivid
post-impressionist paintings were fully appreciated. Likewise, peers in each
science through journals and conferences decide what new information to the
domain is acceptable or unacceptable. The work of Alfred Wagner on Polar air
circulation and his hypothesis about the jet stream and continental drift was
not widely accepted until 20 years after his death. A new product or fad may be
considered something creative during ‘the
fad period’, where the product’s
creative edge disappears afterwards. Products like the hula-hoop, Frisbee,
virtual pets, lava lamps, pet rocks, cabbage patch kids, and Pokémon rose in
popularity quickly and eventually declined. This fad phenomenon can be seen in
many widely disused management philosophies like management by objectives (MBO),
matrix management, one-minute management, and business process reengineering,
etc.

Figure 2. A Metaphoric Construct of “Creative
Intelligence”
Within the field of entrepreneurship four types of situations require creative
intelligence. These are the quest for new ideas, the search for yet unknown
opportunities, the development of strategies to exploit potential opportunities
and solving a multitude of problems that face individuals through the life of
the venture. Within the gambit of ethical strategy and behavior creative
intelligence is paramount to being able to implement ethical principles into
complex and ambiguous situations.
Our perception of the outside world is greatly dependent upon our patterning,
heuristics, other biases, and prior knowledge. What we notice or don’t notice
depends upon our creative sensitivity, focus and attention. What we are
interested in, have passion for and confidence in, all influence our perception
of people, objects and events. Our perception and reaction to external stimuli
and how our cognitive system will process incoming data depends upon the
existing psychic tension and developed cognitive dissonance. If there is tension
between ‘where we are’
and ‘what
we envisage, desire or aspire’,
attention and energy will be drawn into the following cognitive processes.
Our cognitive operations are independent from the external environment and our
consciousness. All cognitive processes are the result of changing neural and
receptor interactions that occur within different parts of the brain.
Information within the brain is distributed in a decentralized configuration,
functioning as a whole through a strategy called
assembly coding[24].
This is a very flexible coding strategy as it can reorganize and recombine
information in a numerous number of ways. Through this mechanism we are able to
continually make perceptions in an ever changing world[25].
Our perceptions, reasoning, concept of self are not concentrated on one part of
the brain, as the brain is a decentralized processor. The brain is a
self organizing system
which coordinates these functions. There is no
centre of convergence. Therefore the brain is a decentralized system that
utilizes information in different locations to produce our perceptions,
thoughts, reasoning and intuition. Cognitive processes are not serial, but
operate in parallel, reciprocal and distributed interaction[26].
For example when we see an object and touch it, our sight and tactile preceptors
make independent contributions to the identification of the object – the brain
utilizes multiple strategies to achieve this. There is thus no single locus or
point for the identification of objects. The representations of objects are made
up of spatial-temporal patterns of distributed neural activity[27].
The way information is organized is of paramount importance to how we see things
and in solving a problem. As the brain processes in parallel and can recombine
information in numerous ways, this assists an individual develop new thoughts,
new ideas and to solve problems. Making analogies is a matter of comparing two
different concepts that share some similarity in parallel. The creative process
goes through a number of steps, which relies on the mind as a
self organizing system
to restructure information and make new
associations, enabling problems to be solved. This usually occurs during a
period of incubation which because of the need to reorganize information could
be one of the most important aspects of seeing new associations and finding
solutions to problems.
Rather than rely on our raw natural thinking processes, we can utilize
disciplined and controlled thinking styles and tools that channel our thinking
processes for enhancing creative thought[28].
These tools can assist us to look at situations and problems in different ways
so we can see new associations and linkages which may lead to new ideas or
solutions to problems.
So broadly speaking a metaphoric concept of creative intelligence is made up of
our environment, the factors and variables that influence our perceptions and
cognitive thinking processes, a motivational trigger, our prior knowledge, our
thinking styles, tools that we can employ to enhance creativity, and the product
of the process itself, which will be accepted or rejected as being something
creative. If this model is representative of what creative intelligence is, then
by manipulating the environmental parameters, being aware of our emotions and
other influences upon our perception and thinking, and by developing new
thinking styles through the use of thinking tools we can enhance our creative
ability.
References:
[1] The traditional measure of intelligence was the IQ test to predict
school performance and vocational potential.
[2] This can be seen in tests which
measured more than a single variable like the Scholastic Aptitude test (SAT),
which gives a verbal and mathematic score. Another test, the Wechsler
Intelligence Scale for Children gives 11 subtest scores of which 6 are concerned
with verbal abilities and 5 with non-verbal abilities.
[3] Gardner, H. (2003). Multiple
Intelligence After Twenty Years, Paper presented to the American Educational
Research Association, Chicago, Illinois, 21st
April, 2003.
[4] Gardner, H. (2004),
op. cit., pp. 60-61.
[5] Gardner, H. (1999), Intelligence
Reframed: Multiple Intelligences for the 21 st
Century, New York, Basic Books, P. 45.
[6] Zohor, D. and Marshall, I. (2000).
Spiritual Intelligence: The ultimate intelligence, London, Bloomsburg
Publishing.
[7] Dulewicz, V. and Higgs, M. (1998).
Emotional Intelligence: Management fad or valid construct, Working Paper
9813, Oxford, Henley Management College
[8] Austin, E.I., Farrelly, D., Black, C.,
& Moore, H., (2007), Emotional intelligence: Machiavellianism and emotional
manipulation: Dies EI have a dark side? Personality and Individual
Differences, Vol. 43, pp. 179-189.
[9] Whiten, A., & Byrne, R., (1997),
Machiavellian Intelligence II: Extensions and Evaluations, Cambridge, UK,
Cambridge University Press.
[10] Byrne, R., (1997), Machiavellian
Intelligence, Evolutionary Anthropology, Vol. 5, P. 172.
[11] Kirton, M. J. (1994). Five years on,
Preface to the second edition, In: Kirton, M. J. (Ed.), Adaptors and
Innovators: Styles of creativity and problem solving, 2nd
edition, London, Routledge,
pp. 1-33.
[12] Homer-Dixon, T. (2000). The
Ingenuity Gap: How can we solve the problems of the future?, New York,
Alfred A. Knopf, P. 395.
[13] For example many notable thinkers
and entrepreneurs that dropped out of school or were self taught include Abraham
Lincoln, Amadeo Peter Giannini, Andrew Carnegie, Andrew Jackson, Barry Diller,
Ben Kaufman, Benjamin Franklin, Carl Linder, Charles Culpeper, Christopher
Columbus, Coco Chanel, Colonel Harlen Sanders, Dave Thomas, David Geffen, Dave
Karp, David Ogilvy, DeWitt Wallace, Frederick Laker, Frederick hennery Royce,
George Eastman, Ingar Kamprad, Isaac Merrit Singer, Jay Van Andel, Jerry yang,
John D. Rockefeller, Joyce C. hall, Larry Ellison, Michael Dell, Ray Kroc,
Richard Branson, Shawn Fanning, Steve Wozniak, Thomas Edison, and Walt Disney.
[14] Gardner, H. (2004). Frames of Mind:
The Theory of Multiple Intelligence (Twentieth Anniversary Edition), New York,
Basic Books, P. 4.
[15] Alloway, T., P., (2009). Working
memory, but not IQ, predicts subsequent learning in children with learning
disabilities, European Journal of Psychological Assessment, Vol. 25, No.
2, pp. 92-98, Alloway, T., P., & Alloway, R., G., (2010), Investigating the
predictive roles of working memory and IQ in academic attainment, Journal of
Experiential Child Psychology, Vol. 106, No. 1, pp. 20-29.
[16] Hicks, M. J. (2004). Problem
Solving and Decision Making: Hard, soft and creative approaches, London,
Thomson learning, P. 337
[17] Sternberg, R. J. (2002). Successful
Intelligence: A New Approach to leadership, In: Riggio, R. E., Murphy, S. E, and
Pirozzolo, F. J. (Eds.). Multiple Intelligences and Leadership, Mahwah,
NJ., Lawrence Erlbaum Associates, Inc., pp. 9-28.
[18] Tacit knowledge is generally
acquired on one’s own, usually unspoken and implicit, procedural in natural, not
readily articulated and directly related to practical goals that people value (Sternberg
Ibid., P. 11).
[19] Cropley, A. J. (1994). Creative
Intelligence: A Concept of True Giftedness, High Ability Studies, Vol. 5,
No. 1, pp. 6-23.
[20] Khandwalla, P. N. (2004).
Lifelong Creativity: An Unending Quest, New Delhi, Tata McGraw-Hill.
[21] Rowe, A. J. (2004). Creative
Intelligence: Discovering the Innovative Potential in Ourselves and Others,
Upper Saddle River,
Pearson Education
[22] Rowe, A. J. (2004), Ibid., P.
3.
[23] Khandwalla, P. N. (2004), op. Cit.,
P. 213.
[24] Singer, W. (2009). The Brain, a
Complex Self-Organizing System, European Review, Vol. 17, No. 2, P. 326.
[25] An example of how assembly coding
enables the identification of novel objects through flexible recombination can
be understood by seeing how a small child may identify a cow for the first time,
if they have no previous experience or understanding of what a cow is. The child
upon seeing the cow at the zoo identifies the cow (a novel object) as a large
version of the dog, he or she has at home. It is only after the parents explain
that a cow is a different animal to a dog, that the child can refine his or her
identification of the cow as a separate animal to a dog. Reading is another
activity that shows how the brain can understand the recombination of letters
making up different words, sentences and paragraphs into unique meaning.
[26] Singer, W. (2009). The Brain, a
Complex Self-Organizing System, European Review, Vol. 17, No. 2, pp.
321-329.
[27] Singer, W. (2009), Ibid., P.
325
[28] Many creative enhancement tools
exist which include Brainstorming, attribute listing, absurd solutions,
analogies, checklists, excursions, morphological analysis, Synectics, and
thinking frames, etc.
PUBLICATIONS:
Samsara and the
Organization - Murray Hunter
Integrating the philosophy of Tawhid – an Islamic approach to organization. -
Murray Hunter
What’s
with all the hype – a look at aspirational marketing - Murray Hunter
Does Intrapreneurship exist in Asia? - Murray Hunter
One Man, Multiple Inventions: The lessons and legacies of Thomas Edison -
Murray Hunter
People tend to start businesses for the wrong reasons - Murray Hunter
How
emotions influence, how we see the world? - Murray Hunter
How we create new ideas - Murray Hunter
Where do entrepreneurial opportunities come from? - Murray Hunter
The
five types of thinking we use - Murray Hunter
Evaluating Entrepreneurial Opportunities: What’s wrong with SWOT? - Murray
Hunter
How
motivation really works - Murray Hunter
The
Evolution of Business Strategy - Murray Hunter
Not all opportunities are the same: A look at the four types of
entrepreneurial opportunity -
Murray Hunter
Do we
have a creative intelligence? - Murray Hunter
Imagination may be more important than knowledge: The eight types of imagination
we use - Murray Hunter
The environment as a multi-dimensional system: Taking off your rose coloured
glasses
- Murray Hunter
Generational Attitudes and Behaviour -
Murray Hunter
Groupthink may still be a hazard to your organization - Murray Hunter
Perpetual Self conflict: Self awareness as a key to our ethical drive, personal mastery, and perception of
entrepreneurial opportunities - Murray Hunter
The Continuum of Psychotic Organisational Typologies - Murray Hunter
There is no such person as an entrepreneur, just a person who acts
entrepreneurially - Murray Hunter
Go Home, Occupy Movement!!-(The McFB– Was Ist Das?) - prof. dr. Anis Bajrektarevic
Diplomatie préventive - Aucun siècle Asiatique sans l’institution pan-Asiatique - prof. dr. Anis Bajrektarevic
Democide Mass-Murder
and the New World Order - Paul Adams















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prof. dr. Anis Bajrektarevic

Go Home, Occupy Movement!!
-
(The McFB – Was Ist Das?)
-
prof. dr. Anis Bajrektarevic

Diplomatie préventive - Aucun sičcle Asiatique sans l’institution pan-Asiatique
- prof. dr. Anis Bajrektarevic\/span|

ADDENDUM – GREEN/POLICY PAPER: TOWARDS THE CREATION OF THE OSCE TASK FORCE ON (THE FUTURE OF) HUMAN CAPITAL
prof. dr. Anis Bajrektarevic

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Anis H. Bajrektarevic

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prof. dr. Anis Bajrektarevic

The Mexico-held G–20 voices its concerns over the situation in the EURO zone
- Anis H. Bajrektarevic


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