Increasingly cognitive scientists would describe intelligence as our ability to solve problems and to create. Howard Gardner (Multiple Intelligence Theory) would define intelligence as a ‘bio-physical process that allows us to solve problems and create goods and services that are useful to society and the individual’. This definition has a socio-economic impact in that developing intelligence this way creates a balanced individual (happy, productive) and contributes towards a balanced society.

Whatever your views on intelligence there is no doubt that in developing creativity in a child it can leave a lasting impact. As an adult they will be more adept at dealing with life’s challenges because of their natural ability to use their intellect in a multi faceted way and play a full part in the emerging creative economy.

In ImaginationGYM® we define creativity as a ‘subset of imagination but with its own proviso that there must be an action to it that manifests an object or a social change in a three dimensional reality’.  Imagination is the input, thought is the process and the outcome is an object or an action new to the world. E.g. a child’s unique drawing of a yacht, solving a problem that results in a new set of circumstances or taking a picture to represent something one initially imagined.

The ImaginationGYM® Methodology uses imagination to stimulate creative thought processes that, as part of the proper and full implementation of the Methodology, always include an action element; draw a picture, write a story, join a club, etc. By using imagination to stimulate creativity you are contributing to the intellectual development of the child.