@Critic: On the contrary, I think constraints force us to be more creative. If it doesn't matter how much something costs, how much it weighs, how long it takes, how easy it is to manufacture, etc. -- then why do you need to be creative in the first place?
You can't come up with creative solutions to problems if you don't understand the problems in the first place. And it takes a lot more creativity to come up with solutions that actually work than to come up with fanciful solutions that don't work. This is why companies hire trained engineers, rather than just finding a bunch of kindergarteners and paying them in apple juice and cookies.
I think a combination of both outlooks is essential. You need a grown-up understanding of the constraints within which you have to operate, as well as a childlike ability to question the "givens."
I agree with you on both counts, mrdon. Learning from experience, keeping what works and eliminating what doesn't, finding successful patterns -- it's all a form of intelligence. Sometimes, it's even called wisdom. But as you say, we have to somehow keep in touch with our creativity, and not throw out the creative ideas too readily. That's the hard part.
Now I know! I always thought there was a scientific reason, but never realized it. All those decades ago when my parents yelled at me, "GROW UP!" with sternness in their voices, a little "birdie" in my head, said, "NO!", and now, 70 years or so later, it's too late! Oh, well..... maybe the next go-around will be different.
Yes AnandY I totally agree with you, I think that those things happen why because of the childhood they have no any parameters to lock at , in generally we called that "Think out of the box" I think that in childhood they are in out of the box when they get older they will go in to the box.
True tekochip, In the schools they learn planed things for future use, but before going to an schools they do the things on their own ways when they are trying to do things in a very first time they think, they use brain, on the other hand after teaching how to do things they will follow just only the steps, they use brain only to keep steps in mind.
In many engineering workplaces, there’s a generational conflict between recent engineering graduates and older, more experienced engineers. However, a recent study published in the psychology journal Cognition suggests that both may have something to learn from another group: 4 year olds.
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