Engineering Creativity

Abstract

The example of Boulton and Watt demonstrates the main factors in the creative process: recognition of a problem (thermal losses in the cylinder walls in a Newcomen engine), scientific knowledge (that steam would expand into an evacuated chamber), inspiration and understanding between inventor and administrator. These themes are traced through the more recent history of engineering in Britain, and the lecture discusses the importance of a favourable ambience and the interaction of individuals and organizations. In the education of engineers, institutions of higher education and post-market training arrangements both have parts to play; and although creativity cannot be taught to those who are devoid of it, and although some men will be highly creative irrespective of the way in which they have been educated, a suitable education will speed their progress to the front line of their activity—and it may tip the balance in the case of the much larger number who possess some innate creativity, but who may be discouraged from developing it by unimaginative training. The master/apprentice relation remains the most promising approach, and, more than anything else, a sense of purpose is needed on a national scale if creativity is to be encouraged.