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In particular, the attempt to use technology to fix underperforming classrooms (or to replace non-existent ones) is futile.And, for all but wealthy, well-run schools, one-to-one computer programs cannot be recommended in good conscience.The symmetry, the beautiful simplicity of the solution, and the fact that 80 percent of the participants were effectively blinded by the boundaries of the square led Guilford and the readers of his books to leap to the sweeping conclusion that creativity requires you to go outside the box.The idea went viral (via 1970s-era media and word of mouth, of course).No one, that is, before two different research teams—Clarke Burnham with Kenneth Davis, and Joseph Alba with Robert Weisberg—ran another experiment using the same puzzle but a different research procedure.Both teams followed the same protocol of dividing participants into two groups.There seemed to be no end to the insights that could be offered under the banner of thinking outside the box.

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For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations.It was an appealing and apparently convincing message.Indeed, the concept enjoyed such strong popularity and intuitive appeal that no one bothered to check the facts.Overnight, it seemed that creativity gurus everywhere were teaching managers how to think outside the box.Management consultants in the 1970s and 1980s even used this puzzle when making sales pitches to prospective clients.

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