Idea Expedition

Step-by-step

Step 1

Introduction: Tell students that they will start working on creatively exploring solutions for a complex issue, and explain that a creative process asks us to step into the unknown. The exercises that students will now do help to step into not-knowing, because it is precisely there that new ideas emerge. Also explain that we often find it challenging not to know, and that we may confront ourselves in that process. Invite students to allow the discomfort of not-knowing to be there and to experience it.

Step 2

Formulate a challenge or breakthrough question: Formulate a clear problem statement or breakthrough question for which you are going to explore solutions. It must be a question or problem for which there really is no solution yet—it requires a creative process. Write this down in a central place (e.g., on a large sheet of paper or digitally). Start, for example, with “How can we… ?”
You can come up with this question yourself as a teacher, if you mainly want students to practice creative methods, or you can use this activity after students have first thoroughly explored and defined a problem themselves. For inspiration, see the activity Crack the Complexity.

Step 3 

Three creative exercises: Explain one or more of the following creative exercises to the students. You can choose to let groups select one or more exercises themselves, or you can guide the groups step by step to experience one or more exercises under your supervision.

Exercise 1: Flip your problem
In this exercise, students first think about how the problem could be made worse. This reveals which factors maintain the problem. Next, students “flip” these negative ideas into valuable insights.
Steps:

• Flip it: Think about what the opposite of your problem is. What does it look like if the problem gets even worse, or if the exact opposite happens?
• Make it worse: Brainstorm together about ways to make this opposite problem worse. Write down all ideas, no matter how absurd or unrealistic.
• Flip the ideas: Take each idea and turn it around. What would the positive opposite be? For example: “Give nobody access to clean drinking water” becomes “Ensure fair access to clean drinking water for everyone.”

Exercise 2: 100 solutions
In this exercise, students think of 100 solutions within a limited time; this invites them to welcome all ideas.
Steps:

• Set a timer for 15 or 20 minutes. During this time, you will think of as many solutions as possible for your problem. It is important that all ideas are welcome and written down—nothing is too crazy. Start with the intention to reach 100 solutions and see how far you get. Keep generating ideas until the time is up.
• Write your ideas on a large sheet or on sticky notes. After 20–30 ideas you may come to a standstill—at that point it is important to continue.
• Only after the time is up may you start organizing, selecting, clustering, and improving ideas.

Exercise 3: Creative walk
In this exercise, students go for a walk with the problem in their pocket. This way they consciously step into the unknown and invite new perspectives and insights.
Steps:

• First decide where you will walk. You can walk in your immediate surroundings or go to a natural area, depending on how much time you want to spend. Also decide how long you want to walk—try to take at least 15–20 minutes for this exercise.
• Put your question or problem “in your pocket,” with the intention of carrying it with you. But note: the idea is not to think hard about your problem while walking. Instead, consciously let go of finding a solution—you are stepping into the unknown. Walk alone, in silence, and with attention to your surroundings. Let yourself be surprised by what you encounter during your walk. Where do your feet take you? What draws your gaze? Be open to insights or perspectives that may come to you during the walk. By using a timer, you can let go of the time while walking.
• Optionally, you can take some photos during your walk of things that resonate with your question or problem.
• Share the insights that came to you during the walk within your group.

Step 4

Reflection (optional): When you have guided the groups through these exercises, it is valuable to reflect afterwards on what students experienced. How did they confront themselves in the unknown? What surprised them? How can they apply this approach of consciously inviting creativity again in the future?