Expertise, Competence, and Creative Ability: The Perplexing Complexities

Abstract

Albert Einstein is often considered one of the greatest creators of the 20th century. Indeed, he is frequently viewed as a prototypical example of creative genius. Yet what was the psychological basis of his creativity? In particular, consider the following three issues: Samuel Johnson (1781, p. 5), the author of the first English dictionary, claimed that “the true Genius is a mind of large general powers, accidentally determined to some particular direction.” In other words, creativity may consist of a generalized information processing capacity that may be channeled to almost any endeavor. Does this statement hold for Einstein? Could he have become a Picasso or a Stravinsky had his childhood experiences only directed him toward art or music rather than toward science? Or did Einstein possess a more specialized ability that would not have served him well had he ventured outside of theoretical physics? Whether Einstein's creative powers were general or specific, where did his capacity originate? Was Einstein's creativity an innate ability, as expressed by John Dryden's (1693/1885, p. 60) famous remark that “genius must be born, and never can be taught”? Or was the capacity slowly and arduously acquired through education, practice, and training? Was Einstein merely the most expert and competent theoretical physicist of his day? […]

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