The Father of Creativity: The Life, Legacy, and Lessons of Dr. E. Paul Torrance (1915 - 2003)

By Corey J. Gray, M.A.T., Monday, April 8, 2024
Updated: Monday, April 1, 2024

When you hear the word “creativity,” what comes to mind? For some, it may be an artistic project, a plot twist in our favorite movie, or the launch of an innovative technological advancement. For others, it may be an outrageous dunk you saw during a basketball game or the formatting of a poem or short story. For us in gifted education, we may think of the countless researchers and theorists who defined, redefined, and conceptualized models and theories of creativity. We may also think of Dr. Ellis Paul Torrance, also known as “the father of creativity.” Many of us may be familiar with the name Torrance, especially if we administer the Torrance Tests of Creative Thinking in our schools, but who was Dr. Torrance? Which moments in his life later inspired monumental moments in ours? In honor of Future Problem Solving International Program’s 50th year anniversary, a creativity-based talent development program initiated by Dr. Torrance, and the Creativity Network’s Torrance Award, we want to take a moment to shed light on the life and legacy of Dr. Torrance.

A noteworthy scholar in creative thinking and problem-solving, Torrance’s publications exceed over 2,000 works, including research articles, books, and manuals. He also developed the Incubation Model of Teaching (Torrance & Safter, 1990), which still thrives in classrooms today. Torrance’s life was not “traditional” by any means. His life experiences were as diverse as his thoughts on creativity.

The Life of a Scholar

Torrance grew up in a rural, impoverished small town in Georgia, where he and his family raised livestock on their farm. He was a twice-exceptional student, though not diagnosed (Hebert et al., 2002). Although exceptionally talented, Torrance’s small stature overclouded his early academic readiness causing his parents to make him wait until the age of seven to start school. They feared he could not endure the 3-mile round trip, along with the possibility of being bullied and physically hurt by other kids. Torrance’s father noticed his advanced creative and academic ability and encouraged him to find his own way in the world, rather than follow the status-quo of taking over their family farm. Paul followed his father’s advice and began attending school, forming the foundation of his creative and divergent thinking.

Torrance won multiple academic awards and scholarships through his foundational schooling experience and went on to earn an associate degree from Georgia Military College (GMC) and Bachelor's in English, with a minor in history and education, from Mercer University.

One of the most pivotal experiences of Torrance’s life was substituting for an ill principal, where Torrance assumed his administrative duties, including teaching several 8th and 9th grade courses (Hebert et al., 2002). Later in his life, he noted that many of the most “challenging” students went on to live successful and productive lives, likely due to his creative teaching methods (Torrance, 1963).

Following this temporary teaching assignment, Torrance returned to GMC as an instructor, where he taught foreign language, mathematics, and history courses while attending night classes to refine his pedagogical practices. During his studies, he discovered his passion for psychology and pursued his master’s degree in Counseling Psychology at the University of Minnesota (UM). Although Torrance desired to pursue a doctoral degree at the time, he lacked the financial means to do so and moved back to Georgia to continue teaching at GMC. It did not take long for UM to realize the impact Torrance’s absence had on their community, so a year later they offered him a full-time position in their Counseling Bureau. However, this assignment was short-lived, as Torrance was drafted to serve in the United States Air Force during World War II months after accepting the UM position.

The Legacy of a Scholar

During basic training, it was evident that Torrance’s physical exceptionalities would prevent him from serving in active duty. He was unable to keep in step with his fellow cadets and couldn’t hit a target with weaponry. Therefore, he was assigned as a psychiatric social worker and research psychologist for the Air Force Survival Training Program (Hebert et al., 2002). There, Torrance saw clear creativity connections between those he served in the army and those he taught and counseled back at home. His description of a “jet ace,” or a fighter pilot credited with shooting down multiple enemy planes, was identical to his description of a creative person: a courageous risk-taker who is independent and committed (Torrance, 1963). Torrance’s diverse experiences formed his purpose in life: learning how to identify and develop creative potential.

Once the war ended, Torrance returned to higher education to build upon his work, serving as a counselor and Dean of Men at Kansas State College, allowing him to save enough money to later become a full-time doctoral student at the University of Michigan. At the same time, Sputnik was launched, gifted education emerged, and the concept of “creativity” was further developed as a construct of problem-solving and divergence rather than intellect and academic ability (Guilford, 1950). On a personal level, Torrance also met the love of his life, Pansy, who was a beacon of encouragement in his life.

The impact of Torrance’s research was felt across the globe. Following the flourishing success of his career, he was met with numerous job offers, including an offer to serve as the Head of the Department of Educational Psychology at the University of Georgia. Knowing that he wanted to retire in his home state, the native decided to finally return to Georgia.

Torrance served UGA for 18 years, until Pansy had a stroke in the early 1980s, and he decided to step away to care for her. Following his retirement, he was inducted into the Hall of Fame by the National Association for Creative Children and Adults and continued to support his many students and colleagues in their professional and personal pursuits. Torrance passed away in 2003, but his life, legacy, and lessons live on through all that he touched and inspired.

The Lessons of a Scholar

If Dr. Torrance’s life can teach us anything, it is to first and foremost let our life be a service and tribute to others. His scholarly efforts, including his research and ideas served generations of children and educators alike. Secondly, inspire the children we teach by believing in their potential. Torrance often pointed to the creative behaviors presented in children as contrary to the academic abilities honored by educators (Torrance, 1963), leading more educators to be influenced by his work. Lastly, a legacy is found in both those you leave behind and the words you speak and write while you are here. The reason we regard Torrance is because of the stories his past students and colleagues have shared.

Torrance was more than just an educator, counselor, and professor. He was a pioneer, a mentor, a creator, an innovator, a husband, and a friend. His life, legacy, and lessons demonstrate that he is more than deserving of the distinction of “the Father of Creativity.”

If you have someone in mind who inspires the creative minds of young children in schools and classrooms, please click the following link to visit the NAGC Creativity Network for more information. 

References

• Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454.
• Hebert, T. P., Cramond, B., Spiers Neumeister, K. L., Millar, G., & Silvian, A. F. (2002). E. Paul Torrance: His Life, Accomplishments, and Legacy. National Research Center on the Gifted and Talented.
• Torrance, E. P. (1963). The creative personality and the ideal pupil. Teachers College Record, 65(3), 1-9.
• Torrance, E. P., & Safter, H. T. (1990). The incubation model of teaching: Getting beyond the aha!. Bearly Limited.