Karl Duncker and the Cognitive Case Study Method

KARL DUNCKER AND THE COGNITIVE CASE STUDY METHOD Introduction  Karl Duncker, in his classic monograph "On Problem-Solving" (1945), compared the study of creative thinking to the study of thunderstorms. He suggested that while a thunderstorm is the most striking example of electrical discharge, its underlying laws are better investigated in smaller electrical sparks within a laboratory setting.  This metaphor of creativity as a bolt of lightning can help demystify the creative process while acknowledging its complexity.  In this lecture, we will explore the use of the case study method in the study of creative thinking, discuss the evolving-systems approach to creative thinking, and address some challenges and next steps in this field. The Complexity of Lightning  A bolt of lightning is not a unitary event but has inner structure and temporal development.  It involves a period of preparation where electrical charge is built up, and this charge is not an inherent trait of the thundercloud but a result of relationships and potential differences.  Lightning development includes a positive feedback mechanism with numerous collisions of ice pellets or water drops.  Lightning flashes involve multiple strokes that can be detected with high-speed photography, with thunder as the aftermath.  The individual lightning stroke is part of a more complex system—the thunderstorm, which is itself part of a worldwide system of storms, maintaining dynamic equilibrium. Double Irony in Duncker's Metaphor  Duncker's use of the lightning metaphor is ironic in two ways. First, his mentor Max Wertheimer used historical case materials in his work, even though Duncker himself primarily used qualitative analysis of problem-solving protocols.  Second, neither Duncker nor Wertheimer conducted systematic experimental studies to manipulate creativity conditions or measure creativity. The Evolving-Systems Approach  The evolving-systems approach to creative work focuses on understanding how individuals organize and reconstruct their lives to form systems of knowledge, purpose, and affect that enable creative work.  While skills are essential, the focus is on how these skills are integrated into a creative system. The Case Study Method  The case study method involves treating life histories of creative individuals as problem-solving protocols requiring hermeneutical interpretation.  Three fundamental propositions: 1. Each creative person is unique. 2. Describing and explaining each unique configuration is the primary task. 3. A theory that looks only at common features of creative people misses the main point and responsibility of research on creativity.  Two types of commonality to consider: shared investigative strategies and shared characteristics among unique creative individuals. Cognitive Case Study Method  Describes the "cognitive case study method," which focuses on understanding unique cognitive configurations in creative individuals.  Nine doctoral dissertations under Gruber's direction between 1962 and 1985 serve as examples of this method.  Acknowledges that no single investigator fully knows a case, and expertise from multiple researchers may be required.  Recognizes that studying the entire cognitive economy is an abstract ideal, and each case study must choose specific foci while acknowledging the complexity of creative thinking. Conclusion  The use of the case study method and the evolving-systems approach helps shed light on the intricacies of creative thinking.  Understanding how creativity evolves within an individual's unique cognitive system is essential for gaining insights into the creative process.