“Divergent thinking is not the same thing as creativity. I define creativity as the process of having original ideas that have value. Divergent thinking is an essential capacity for creativity.” — Sir Ken Robinson
Introduction
Divergent thinking is a cognitive process that emphasizes the generation of multiple, varied ideas in response to an open-ended question or problem. It is often associated with creativity, yet it is distinct in both structure and purpose. In educational and professional discourse, divergent thinking has gained renewed attention through the work of Sir Ken Robinson, whose influential talk on changing educational paradigms highlighted the gradual erosion of this capability within traditional schooling systems. His argument suggests that while young children exhibit strong divergent thinking abilities, these capacities often diminish as standardized systems prioritize convergent answers over exploratory thought.
Defining Divergent Thinking
Divergent thinking refers to the ability to produce numerous possible solutions to a problem, often characterized by fluency, flexibility, originality, and elaboration. Unlike convergent thinking, which seeks a single correct answer, divergent thinking encourages exploration without immediate judgment. It thrives in ambiguity and invites individuals to consider unconventional pathways.
Robinson cited research demonstrating that a high percentage of young children score at “genius level” for divergent thinking, yet this percentage declines significantly with age. This decline is attributed not to a loss of capability, but to conditioning that rewards correctness over curiosity. Divergent thinking, therefore, is not an innate gift limited to a few, but a universal human capacity that can either be nurtured or constrained.
Divergent Thinking and Creativity
Divergent thinking is closely related to creativity, but the two are not synonymous. Creativity encompasses the broader ability to produce ideas that are both novel and valuable. Divergent thinking, by contrast, is a component of creativity focused on idea generation. It is the expansive phase of thinking that precedes evaluation and refinement.
In this sense, divergent thinking can be understood as the raw engine of creativity. It generates possibilities without immediate concern for feasibility. Creativity then applies judgment to select and develop the most promising ideas. One may possess strong divergent thinking skills yet lack the capacity to refine ideas into meaningful outcomes. Conversely, an individual may be highly creative in execution but rely on structured processes rather than expansive ideation.
Divergent Thinking and Innovation
Innovation extends beyond creativity by emphasizing implementation and impact. While creativity generates ideas, innovation transforms those ideas into practical solutions that create value. Divergent thinking contributes to innovation by expanding the range of potential solutions at the outset of a problem.
However, innovation requires both divergent and convergent thinking. The former opens possibilities, while the latter narrows them into actionable strategies. In organizational contexts, particularly in sectors such as utilities, technology, and infrastructure, this balance is critical. Leaders must foster environments where divergent thinking is encouraged during ideation phases, followed by disciplined evaluation to ensure feasibility and return on investment.
Educational and Cultural Implications
Robinson’s critique of modern education highlights a systemic undervaluation of divergent thinking. Standardized testing, rigid curricula, and hierarchical structures often suppress exploratory thinking in favor of measurable outcomes. This has broader cultural implications, as societies that fail to cultivate divergent thinking may struggle to adapt to rapidly changing technological and economic landscapes.
Encouraging divergent thinking requires a shift in mindset. It involves valuing questions as much as answers, tolerating ambiguity, and recognizing that mistakes are often precursors to insight. In professional environments, this may translate into collaborative brainstorming, interdisciplinary approaches, and psychological safety that allows individuals to propose unconventional ideas without fear of dismissal.
Summary
Divergent thinking is a foundational cognitive process that underpins creativity and supports innovation, yet it remains distinct from both. It is the generative phase of thought that expands the horizon of possibility. As highlighted by Sir Ken Robinson, the challenge lies not in developing this capacity, but in preserving it. In an era defined by complexity and rapid change, the ability to think divergently is not merely advantageous, it is essential.
About the Author:
Michael Martin is the Vice President of Technology with Metercor Inc., a Smart Meter, IoT, and Smart City systems integrator based in Canada. He has more than 40 years of experience in systems design for applications that use broadband networks, optical fibre, wireless, and digital communications technologies. He is a business and technology consultant. He was a senior executive consultant for 15 years with IBM, where he worked in the GBS Global Center of Competency for Energy and Utilities and the GTS Global Center of Excellence for Energy and Utilities. He is a founding partner and President of MICAN Communications and before that was President of Comlink Systems Limited and Ensat Broadcast Services, Inc., both divisions of Cygnal Technologies Corporation (CYN: TSX).
Martin served on the Board of Directors for TeraGo Inc (TGO: TSX) and on the Board of Directors for Avante Logixx Inc. (XX: TSX.V). He has served as a Member, SCC ISO-IEC JTC 1/SC-41 – Internet of Things and related technologies, ISO – International Organization for Standardization, and as a member of the NIST SP 500-325 Fog Computing Conceptual Model, National Institute of Standards and Technology. He served on the Board of Governors of the University of Ontario Institute of Technology (UOIT) [now Ontario Tech University] and on the Board of Advisers of five different Colleges in Ontario – Centennial College, Humber College, George Brown College, Durham College, Ryerson Polytechnic University [now Toronto Metropolitan University]. For 16 years he served on the Board of the Society of Motion Picture and Television Engineers (SMPTE), Toronto Section.
He holds three master’s degrees, in business (MBA), communication (MA), and education (MEd). As well, he has three undergraduate diplomas and seven certifications in business, computer programming, internetworking, project management, media, photography, and communication technology. He has completed over 60 next generation MOOC (Massive Open Online Courses) continuous education in a wide variety of topics, including: Economics, Python Programming, Internet of Things, Cloud, Artificial Intelligence and Cognitive systems, Blockchain, Agile, Big Data, Design Thinking, Security, Indigenous Canada awareness, and more.