Creativity - Importance of Domain Knowledge

Domain knowledge features are a key prerequisite of creative productivity in the schemas offered by both Lubart and Sternberg (1995) and Cropley (1997) . There is strong evidence in the research literature indicating that a fund of domain knowledge is imperative for creative accomplishment (e.g., Simonton, 1988; Csikszentmihalyi, 1996). Cropley (1997) contended that providing such knowledge is one important way in which schools can foster the development of creativity. Lubart and Sternberg (1995) write that knowledge of the state of knowledge in a domain prevents attempts to reinvent the wheel. Nickerson (1999) offered the view that the importance of domain-specific knowledge in the forging of creativity is underestimated. He argued that across a wide front of domains, including the arts, mathematics, and science, acquisition of a solid knowledge base is a precursor of exemplary creativity. He wrote:
One cannot expect to make an impact in science as a consequence of new insights unless one has a thorough understanding of what is already known, or believed to be true, in a given field. The great innovators of science have invariably been thoroughly familiar with the science of their day. Serendipity is widely acknowledged to have played a significant role in many scientific discoveries; but it is also acknowledged that good fortune will be useful only to one who knows to recognize it for what it is. (p.409)

It is necessary to offer a caveat with respect to the importance of domain knowledge and it is the contention that prior knowledge could sometimes impede creative behavior. As Lubart and Sternberg (1995) pointed out, high levels of knowledge can actually stymie creativity. Dunker (1945) referred to this possibility of the problem of “functional fixedness” where one is unable to break away from normative usage of an item. Weisberg (1999) spoke of the tension between knowledge and creativity, suggesting a U-relationship between the two that acknowledges both positive and negative transfer of knowledge. Still, the fact that prior experience or knowledge could conceivably depress creativity is more a caution than an argument against domain-knowledge acquisition as a basis of expertise and creativity. Schools must provide children with the foundational knowledge supportive of creative insight.