Dan Pink tweeted a story by Art Markman on the Inc magazine site, “4 Things You Learned in School That Make You Less Creative.”

I often talk about how artists and arts organizations can exhibit their value to the business community by providing training in various areas like conflict resolution and creativity. As I was reading this article, I recognized that it provided a good basis for conducting a training session. The content can be useful to either to overtly say, these things you learned as a kid run counter to what we are trying to achieve or just to help a trainer understand some of the socialization and training people have received which makes it difficult to embrace the creative process.

One of the things that really ought to be acknowledged is that there is a degree of “do as I say, not as I do” when it comes to arts classes. The assessment structure in most school classrooms (versus classes you might take at the local arts center) impose expectations that actually run counter to, and may impede, the creative process. Students are told creativity is a gradual process by which you learn from your mistakes–so hurry up and make sure it happens by the time grades are due.

Even people with formal arts degrees need to keep some of these points in mind so they don’t pressure themselves with unrealistic expectations.

The first lesson Markman lists is, There is an answer. Find it and move on. He makes the point that creativity is about finding answers to questions no one has thought to ask and that there are many potential solutions to a problem.

This is probably the one lesson that runs entirely counter to life experience. There is rarely a single answer to a problem in life. Even if there appears to be, you can’t discard it the moment you have used it. At the very least, you have to have a sense of what to do when your go-to solution fails.

Markham notes that schools teach us to be risk/mistake averse. Basically, the fewer mistakes you make on a test, the more successful you are regarded as being. Risk taking is frequently mentioned these days as an crucial element of the creative process so it may not come as news that this important for people to embrace.

Markham also mentions the class room lessons of Study what is going to be on the exam and Make steady progress. Both are intertwined with the previous two lessons. Schools value being able to perform with few mistakes on demand, but don’t emphasize retention of information and skills as strongly. Not only is retention not highly valued, but applying knowledge in a novel manner is barely encouraged at all. Yet that is considered the very definition of creativity.

Accepting mistakes requires that you accept that your progress won’t be steady. Even when you aren’t making perceptible mistakes or experiencing setbacks, creativity requires patience with status quo long enough for your mind to make the leap to another of the many potential solutions.

When I write about creativity, I often emphasize this last point about creativity requiring time and patience. The tools we may use like brain storming sessions, free play, improv, change of venue, etc are merely ways to carve out time and brain processing power for creative endeavors. They don’t guarantee a creative outcome of themselves.

Being open to making mistakes and accepting slow progress may be the most difficult elements of creative practice to teach because minimize mistakes and making steady progress are two lessons that are rewarded in life. If you produce work quickly without many mistakes at your job, you can set yourself up to receive a promotion and more challenging projects.