On Thursday evening, students, alumni, parents and friends gathered to begin a three-day exploration of creativity. The kick-off keynote address, was open to the public in Memorial Chapel. Howard Gardner P’91 ’98 spoke on “What is Creative Genius? Lesson from Seven Geniuses of the 20th Century.” Founded on his theory of multiple intelligences, the address presented these geniuses, their specific domains and what we can learn from their high creativity.
The lecture marked the start of “Accessing Creativity,” the fourth annual Shasha Seminar for Human Concerns, which took place over the weekend. The seminar promotes lifelong learning and brings University community members together to discuss significant issues.
“The whole idea of the Shasha Seminar is to try to take some broad themes that are important socially and politically,” said Director of Alumni Affairs John Driscoll ’62. “Once you have the theme and the major person, you just keep brainstorming until you have the right roster of people.”
Gardner began his address by labeling recent geniuses with the different intelligences he has researched. Albert Einstein represents logical-mathematical intelligence; Pablo Picasso represents spatial; composer Egor Stravinsky represents musical; T.S. Eliot represents linguistic; dancer Martha Graham represents bodily-kinesthetic; Sigmund Freud represents intrapersonal; and Gandhi represents interpersonal intelligence.
“People are creative in a domain, or a sphere of activity, and most people can master only one domain,” Gardner said.
Gardner also reminded listeners that all of the geniuses he researched had weaknesses. He encouraged participants to use their strengths and not worry about weaknesses and to persevere after a mistake and try to learn from it. Gardner closed his address by discussing a new link between intelligence and creativity with responsibility and leadership.
“Can you be creative and humane?” he asked.
Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education, Adjunct Professor of Psychology at Harvard University, and Adjunct Professor of Neurology at the Boston University School of Medicine. He also holds position as the senior director of Harvard Project Zero, researching and designing education methods.
“What I enjoy about coming back and tonight is that it’s intellectually vigorous, and once you leave college [that is] more difficult to find,” said Mark Leuchten ’82 of the keynote address. “It’s refreshing.”
The Shasha Seminar is endowed by James Shasha ’50. A resident of Argentina, Shasha had been unable to attend the last few seminars. Organizers and participants were pleased to have him at the program this year, which was held on Friday and Saturday. Seminar registrants paid a $250 fee and stayed at the Inn at Middletown. Speakers on the subject of creativity ranged from scientists to artists, including seven Wesleyan professors.
“The participants in my workshop were great, and they enjoyed learning to play the gamelan,” said Professor of Music Sumarsam.
Other University faculty included Professor of Music Abraham Adzenyah, Professor of English Anne Greene, Professor of Biology and Neuroscience & Behavior John Kirn, Professor of Biology and Neuroscience & Behavior Janice Naegele, Professor of Humanities and Art History John Paoletti, and Professor Emeritus of Art John Frazer.
Speakers from outside Wesleyan included Executive Producer of Studio 360 WNYC Radio Julie A. Burstein ’80, Founding Artistic Director of the Liz Lerman Dance Exchange Liz Lerman, Director of Green Street Arts Center Ricardo Morris, Executive Director of the Center for Arts Policy at Columbia College Chicago and Nick Rabkin P ’08, Professor of the Isenberg School of Management at the UMass-Amherst Alan G. Robinson, and graduate student of the Centro Sperimentale di Cinematografia in Rome, Italy, Ramon Alos Sanchez.
“There is not only a physical gap between the science buildings and the arts buildings on campus, but also a gap between the arts and science faculty and students,” Naegele said. “This seminar was a step toward bridging the gap on our campus. I believe that creative problem solving—whether it is a scientific problem or a problem in painting, sculpture, dance, or music—involves many of the same skills.”
Participants also said they were also pleased to include alumni in the seminar.
“I think it’s a wonderful opportunity for alumni to come back to campus,” Greene said. “They’re all so enthusiastic. It’s a great opportunity for students to be able to talk with alumni about something academic.
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