Depending on sangria intake, I’ll respond to the following passage in more detail when The World Cup final is over (I’m at Lizzaran on Mercer Street), but it piqued my interest as an opportune causeway into a taboo topic that many art secularists (people whose devotion to art operates as sybaritic secular religion) are unwilling to confront.

via The Creativity Crisis – Newsweek – July 10, 2010 – by Po Bronson and Ashley Merryman

Overwhelmed by curriculum standards, American teachers warn there’s no room in the day for a creativity class. Kids are fortunate if they get an art class once or twice a week. But to scientists, this is a non sequitur, borne out of what University of Georgia’s Mark Runco calls “art bias.” The age-old belief that the arts have a special claim to creativity is unfounded. When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.

Researchers say creativity should be taken out of the art room and put into homeroom. The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process. Scholars argue that current curriculum standards can still be met, if taught in a different way.

The single slide Power Point presentation version of the article would point to the discrepancy between the Flynn Effect according to which IQ scores increase on average 10% each generation, and the concurrent decrease in CQ scores (not the Roman Coppola movie), since roughly 1990, scores which, in a word, “quantify creativity” (scoff, gasp!), but actually refer to the ability to creatively engage design questions like, “how can I make this already better?”

My concern relating to the article is the putative default mode of assuming art’s dominion over the positive idea of creativity; its linguistic status (divorced from crescere) and ontological connotations.  I feel that the Art Context as a common substance (Agamben) is an unconscious but highly active as glutton (creatophiliac, catastrophiliac, informavoric) that cannot be attributed to any particular arbiters or institutions, yet as a collective hallucination perpetuated by its antique reputation it is in almost every case righteously presumed to possess, by default, the most direct lineage to “creativity” over the galaxy of other disciplines and human behaviors.  And I think that presumption is a vain fallacy.

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Colleen Asper - Portrait of the Artist as President

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