Doctor Seymour Livingstone - Explorer, Mentor

I became aware of Doctor Seymour Livingstone in 1995. Our first direct encounter, however, was not until a year later in Portland Oregon. The meeting was no accident. I’m certain now, though I was not at the time. Since that first conversation, our frequently intersecting paths have sparked numerous threads, or “thought journeys” as he calls them.

Not widely known, and somewhat enigmatic, Livingstone freely shares his perspectives with those who seek his views. I have been inspired by his curiosity, his attitude and his rare ability to project his imagination far along diverse paths.

He is an explorer of the imagination and creative problem solving processes.

We shared a common curiosity about gaming as a form of education, the potential of the Internet, possibilities of video streaming, 3D domains, group role play and many other techniques. Most of these were still in their infancy when we first discussed them. Technology has changed, as has the sophistication and understanding of Web-based education.

This is Part 1 of a conversation I had with Livingstone on January 21, 2006. Additional installments will be posted, as Livingstone would say, "...when it is time."

Chas: Doctor, in the 10 years we have been acquainted, I still find it difficult to categorize you. The only term that seems to fit is “explorer.” Can you tell us of your explorations and discoveries?

Doctor: I’ve always been fascinated with the imagination and its potential. My discoveries are not revelations as in a scientific discovery. They are explorations of thought and decision making processes. I am committed to the growth of creativity and innovation as an essential force in our lives.

I’m referring here, not only to the big life choices we make, but more importantly, the simple, even mundane choices we make every day. Small changes add up. Large changes are made possible through the inertia of many smaller ones. We may feel powerless to initiate change. We feel that way because we do not practice exploring alternatives. We accept a limited range of choices when making decisions.

Every decision opportunity we face should be analyzed. Do we respond from habit? Do we make decisions from laziness or lack of conviction? Creating more attractive alternatives from which to choose is how change becomes possible.

Chas: You speak of change as part of the fabric of everyday life. Can you elaborate on that a bit?

Doctor: Usually, when a question presents itself, you assume one of two things. You either know the answer, or you don’t.

In the first case, you either recognize the solution, or through a process of pattern matching from past experiences, you identify the answer. This process limits the realm of possibility to previously established patterns or associations. You see a pattern, you accept that as your answer. Your left brain has confined your thinking to an existing order which it can control.

The alternative, second assumption, is that you don’t know the answer. This opens your thinking to discovery, expanding exploration to patterns that produce possibilities - most probably wrong. However, analyzing the “wrong turns” often triggers new, enexpected, unusual possibilities.

Chas: Does this second scenario define how innovations or breakthrough ideas are generated?

Doctor: Let’s simply say that how you approach a question is the first step. Innovation, true innovation, is more involved than that. Creativity is sometimes a spontaneous act. I believe consistent creativity comes from reorganizing thought habits. A mind that is more conscious of its habits is also empowered to break them. When this becomes the norm, creativity and innovation are not “flashes” that occur randomly, but outcomes that occur regularly and dependably. That’s the difference between someone who has a good idea, and someone who consistently responds to problems with unique solutions.

Chas: You often refer to your belief that anything is possible. Do you really believe that?

Doctor: Yes, I do. I do believe that anything IS possible.

Honing your creative thinking process can produce seemingly impossible ideas. They often appear impossible because the path from here to desired outcome has not been clearly visualized.

Let me explain further. Years ago, while studying scriptwriting, I learned of an old Chinese proverb, “If you do not know where you’re going, how will you know when you get there?” This question has two parts. Know where you want to go – clearly define the idea you are trying to realize. Then, imagine multiple paths that may span the distance between here and there – between the now and future states.

Another way of stating this second point is that people never plan to fail. But, they often fail to plan.

Chas: Explain the process of path visualization.

Doctor: Yes, the path visualization. I call these “thought journeys.” Personally, this is the part I enjoy most because this is where the imagination is most fully and actively engaged.

Visualization is the act of seeing something in your mind’s eye clearly enough that it essentially becomes real for you. Realization. That's a great word. It's the payoff to visualization. You should see your vision so well that all of your senses are involved. You understand the minute details of the situation. With this level of mental clarity, you can anticipate problems, consider solutions, and prepare for alternatives. In short, you role play in your imagination. Doing this, you can foresee the potential decision points.

In visualizing your path, imagine a Chinese checkerboard. Place a single marble at its center, representing where you are at this moment – the “now” point. Place a second marble at the tip of one of the star points to represent the goal – the realization of your idea. There is no straight line of decision points from the center to your destination. However, connecting one hole to the next, the trail of decision points is definable. In life, it’s usually more complex.

The checkerboard is a simple example. It’s flawed in that the board offers limited options. The realm of possibilities of the universe is infinite.

Chas: Is this view of decision making an acquired skill? Is it transferable through classroom or online and software applications?

Doctor: A weakness in our ability to educate young people is that we fail to communicate the dynamic nature of life and the skills of self direction. Life doesn’t come with a user’s manual. Maybe that’s an improvement we should consider, with the first chapter focused on visualization.

Chas: How is gaming related to education?

Doctor: There are many similarities in the potential of gaming software and education software. But, there’s also a gap between potential and reality. In more sophisticated games, for example, the player is presented with a domain about which little may be known. Even the goal may not be apparent. The player’s task is to explore this “foreign” environment, identify the goal, assess the tools he or she has available, find and complete the tasks, and solve the problem. Obstacles, in the form of other archetypes or situations present themselves. In this example, decision paths don’t necessarily exist. Situational decisions reinforce a failure to visualize the solution, define a plan and execute. In this sense, computer games are a travesty. Imagine what they could be if visualization skills were the focus of act one, and the plot that followed was a series of progressively more challenging tests with necessary skills learned along the way.

I believe if you prepare people to visualize goals, to expand their realm of possibilities, to explore thought journeys and decision points, you prepare them for far more than passing standards exams.

Chas: Are schools the correct place to present creative thinking and path visualization concepts?

Doctor: Yes, but certainly not exclusively. We need to create innovative thinkers. We need people who question everything, every day. And, we need to teach young people to understand how to do that. Decisions based on paths of least resistance, or accepting the obvious answer as the only possible answer does not encourage creativity.

There are several excellent software programs available which focus on visual thinking. Given how sophisticated young people have become in customizing “my page” functions online, and how gaming has become so pervasive, it seems a logical step that we challenge students to transfer that self directed learning energy to lifelong creative skills.

Chas: Doctor, thank you for your time. I enjoy our conversations. We will continue exploring some of your perspectives on imagination and creativity in the near future.

Doctor: It has been my pleasure. Of course, your readers should know that I, myself, am a product of Chas Martin’s imagination. As a fictional character, I can only reflect the vision and path he has created for me. Our relationship began, as he said in the introduction, in 1995 when I was cast as an explorer and mentor in an educational software product. That product has yet to be published. In that sense, I am very much a work in progress.