Cognition, Intelligence, Creativity to Innovation
Understanding the growth of cognition, intelligence, creativity and innovativeness is essential for the development of design education, generally stymied by uneasy tussle between science and arts. The same may be better resolved through an understanding of the progression from cognition to innovation. The paper articulates the basic difference between human cognition, intelligence, creativity, inventiveness and innovations and clari es concepts to facilitate innovative propensities in design and engineering curricula. Human intelligence is attributed to brain size and complexity of the synaptic structures of brain cells which enable a learner tothink fast, analyze problems and consequently perform well in examinations and class tests. Inventiveness and innovations are characterized by co-activation of certain parts of the brain, which enable a person to think creatively.It is recognized that frontal lobes need to be employed critically. Inventiveness and innovation are steps beyond creativity; it cannot be assumed to develop automatically by passing certain types of examinations; it requires a different set of skills, training and encouragement.Authors present a discourse on the subject with some examples of student work which demonstrates the need for teaching-learning processes in order to promote the development of creativity, inventiveness and innovations.