Abstract
In this paper, the author breaks down creativity into four elements: idea generation potentiality, idea emergence ability, planning ability and executive ability, and then considers the effects of various conventional design- and creativity- education on these four elements. Then the author assumes both knowledge and experience of various design cases and phenomena and thinking methods are necessary as materials and its processing for idea generation potentiality based on literatures of psychology and neuroscience. Based on the assumption, the author has tried education for idea generation potentiality in which every student in a classroom presents and shares cases of ingenious design and phenomenon and corresponding TRIZ inventive principles to accumulate knowledge, experience and thinking patterns. The results of the class in 2014 are reported.
