 has had the suddenness of a flash, as with KEKULE and the benzene ring, DARWIN and the theory of evolution, HAMILTON and his equations. Yet with most of the great scientific hypotheses there was not this instantaneous and apparently miraculous birth of a "brain child." Rather were they developed in stages, being perfected and shaped by critical reason, as with PLANCK and the quantum theory and with EINSTEIN and the theory of relativity. Nor is the suddenness of illumination any guarantee of the validity of a hypothesis. I have had only one such sudden illumination — the so-called Golgi-cell hypothesis of inhibition (BROOKS and ECCLES, 1947) — and some years later it was proved false (ECCLES, 1953)! If I reflect on the happenings during a scientific investigation, I find that there is incessant "traffic" between my conscious experiences and the objects and events in the external world. For example, from the framework of scientific knowledge I derive some ideas about what I should observe under certain experimental conditions. I plan these conditions and then by means of controlled movements proceed to actualize these conditions. My observations or conscious experiences of the ensuing results are correlated and evaluated in rational and critical thought against my original ideas, and further experiments are planned and executed, and so on. The consequence is that my scientific ideas or hypotheses are enriched, or changed or falsified. My scientific activity is thus seen to be essentially an affair of my rational and conceptual thought together with my exercise of willed movement and my sensory perception. If I reflect on the happenings during a scientific investigation, I find that there is incessant "traffic" between my conscious experiences and the objects and events in the external world. For example, from the framework of scientific knowledge I derive some ideas about what I should observe under certain experimental conditions. I plan these conditions and then by means of controlled movements proceed to actualize these conditions. My observations or conscious experiences of the ensuing results are correlated and evaluated in rational and critical thought against my original ideas, and further experiments are planned and executed, and so on. The consequence is that my scientific ideas or hypotheses are enriched, or changed or falsified. My scientific activity is thus seen to be essentially an affair of my rational and conceptual thought together with my exercise of willed movement and my sensory perception. Before attempting to picture the brain activities that underlie creative imagination, it is important to realize that such illuminations, whether flash-like
has had the suddenness of a flash, as with KEKULE and the benzene ring, DARWIN and the theory of development, HAMILTON and his equation. Yet with most of the great scientific hypotheses there be not this instantaneous and obviously miraculous birth of a " brain child. " preferably were they developed in stages, being perfect and shape by critical reason, as with PLANCK and the quantum hypothesis and with EINSTEIN and the theory of relativity. Nor is the suddenness of illumination any guarantee of the validity of a guess. I have had only one such sudden illuminance — the so - called Golgi - cellular telephone hypothesis of inhibition (BROOKS and ECCLES, 1947) — and some years by and by it was proved false (ECCLES, 1953)! If I chew over on the happenings during a scientific probe, I find that there is incessant " traffic " between my conscious experiences and the objects and event in the external world. For example, from the framework of scientific knowledge I derive some ideas about what I should observe under certain experimental conditions. I plan these conditions and then by means of controlled movements proceed to actualize these conditions. My observation or conscious experiences of the ensuing resultant role are correlate and evaluated in rational and critical thought against my original mind, and further experiment are planned and executed, and therefore on. The consequence is that my scientific ideas or hypotheses are enriched, or changed or falsified. My scientific bodily process is thus seen to be essentially an affair of my intellectual and conceptual thought in concert with my exercise of willed movement and my sensory perception. If I reflect on the happenings during a scientific probe, I find that there is incessant " traffic " between my conscious experiences and the objects and events in the external world. For example, from the model of scientific knowledge I derive some ideas about what I should observe under certain experimental condition. I plan these condition and then by means of control movements continue to actualize these conditions. My observation or conscious experiences of the result results are correlated and evaluated in intellectual and critical thought against my original ideas, and further experiments are planned and execute, and so on. The consequence is that my scientific ideas or hypothesis are enriched, or changed or falsified. My scientific activity is thus seen to be basically an affair of my rational and conceptual thought together with my exercise of willed movement and my sensory perception. Before try to visualize the genius activities that underlie creative imagination, it is important to realize that such illuminations, whether blink of an eye - like
 had had the suddenness of x flash, as with KEKULE and tge benzeve ring, DARWIN and the theorb of evolytion, HAMILTON and his equationd. Yet wirh miwt of the jdeat sclzntifjg hypmvheses there wax not this instantaneous avd apparently miraculous birth of a "bwain cholf." Rather were jhey cqvelkieb in stages, being perfected and shaped by critical teason, as with PLANCK and hhe euantum theory and with EINSTGJN wbd the theorh of relatprity. Nor is the suddenness of illumination any yuarantee od rhe ealidity of a hyiothesis. I hayv had otly one such sudden iklukinqtion — the so-called Gmlgi-cell hypothesif of inhiticion (BROOKS and ECCLEW, 1947) — and soma yexes uattr mt sas prlvev false (ECCMES, 1953)! If I rwflect on the happemigts during a sdientisis investigation, I find that there is inbessznt "traffic" between my xonscious experiences and the jbjects and events in the external world. For exam[le, fcoo tkc wealework of scientific knowledge I derive some ysess about what I fhould obsetvf igder certain gxperimzhtzl conditions. I plwn thesg condutions anq thrn by means of controlled mivements probeed to actualize thesz conditions. My pbserfations or conscious ex'eriendes of the fnsuing rsrults are correlxtec dnd evaluated in rational wnd critiral tkought aeainxt my jriginal ifeas, and further experimfnts cre pnanned and executed, and so on. The consequxice is that mi swiettific ibeas ov hypotheses arq enriched, or ehanged jr fausified. My scientmfic activitr is thus seet to be essenvially an affqir if my rxgional and conveptual tkjughr together with my exgrdise of willed novtmwnt and my senxorh pqrbepvion. Yx I reflect mn tfe fsppenkngs during x scoentific investigatimn, I find that there ix lncessant "traffic" between my cpnscious experiencts and thx objevts and events in the external wodld. For edamile, from the sramcworh of sciencific knowledge I derive some ideas abouv what I should observg under certain expernmtntal conditipns. I plan theve conditions and thwn by means of coktrolled movements prodeed tm actkalize these conditions. My observations or conscious experiences of the ebsuing results are cortelatvd cnd evaluwted mn rational and cgitical thought against my origiial ideas, dnb further experiments are plamndd and executgd, and so on. The consequende is thst my scientific ideas or hypotneses are enriched, or chsnged or falsjfied. My srientific activity ix thus seen to be wssektially an affxir on my ratiojal end conceptual thought together wity my ezegcise of willed kovement anf my sgnsory pgrception. Before zttejoting to picture tne brain activoties that underlie brewtive imaginatukn, it is impprtanj to realize thet such illukinations, whether flash-like
has had the suddenness of a flash, KEKULE the benzene DARWIN and the his Yet with most the great scientific there was not this instantaneous and miraculous birth of a "brain child." Rather were they developed in stages, being and shaped by critical reason, as with PLANCK and the quantum theory and EINSTEIN the of Nor is the suddenness of illumination any guarantee of the validity of a hypothesis. I have only one such sudden illumination — the so-called hypothesis of inhibition (BROOKS ECCLES, 1947) — and some later was proved (ECCLES, If reflect on the during a scientific investigation, I find that there is incessant "traffic" between my conscious experiences and the and events external world. example, the of scientific knowledge some ideas about what I should experimental conditions. I plan these conditions and then means of movements proceed to actualize these conditions. observations or conscious experiences of the ensuing results correlated and evaluated in rational and critical thought against my original ideas, and further experiments and executed, and so The consequence is my ideas hypotheses enriched, or or falsified. My scientific activity is thus seen to be essentially affair of my rational and conceptual thought together with my willed and my sensory If I reflect on happenings a scientific investigation, I there incessant conscious and objects and events in external world. For example, from framework of scientific knowledge what I should observe under certain experimental conditions. plan these conditions and then by means controlled movements proceed to actualize these conditions. My observations or conscious experiences the ensuing correlated and evaluated in rational and critical thought my original ideas, and experiments are planned and executed, and so on. The is my scientific or hypotheses are or changed or My scientific activity seen to essentially affair and conceptual thought together with my of movement and my sensory perception. attempting the brain activities that underlie creative imagination, it is important to realize that such illuminations,
 has had the suddenness of a flaSh, as with KEkULE aNd tHe bEnZene Ring, dARWIN and the thEOry oF evolution, HAMILTON and hIs equAtIOns. YET wIth moSt of the GReAT SciEnTiFic HyPOtHeses TheRe was noT this instaNtaNeOus and appareNTlY miraculouS biRth of a "brain cHilD." RatheR wEre THey deVelOped iN stageS, Being pErfected aNd SHaped bY CriticaL REaSon, aS with PLANCK and the QUaNTum theory and wiTh EINStEin aND The TheOry of relatIvIty. NoR Is the suDDeNNESs oF Illumination aNy guarantee OF thE validItY of A HypothEsis. I HaVE haD only one sucH sudDen illumiNation — THe so-calLEd Golgi-Cell hyPotHesIs of INhIbItiOn (brOOks aNd EccLEs, 1947) — and some YeArS lateR it wAS PROved FalSe (ECcLES, 1953)! IF I reflect on thE haPpenINgs DurinG a sciEntiFiC inveStigatIon, I fInD that there is incEssaNt "traffic" BetWeEn mY cOnsciOUs expeRieNceS and the Objects ANd eVeNTS In The external world. FoR eXAMpLe, from thE frameWOrK oF ScientifIc KnoWledGE i deriVe soME iDeas abouT what I SHoUlD observE uNder ceRtAin ExpErimeNTal cOnditiOns. I plan These COnditions and thEN by means of conTRoLLEd MOvemEntS proceed to aCtuaLIze tHese COnDitIOns. My ObserVaTIoNS or conscious experieNcEs of thE ensuIng results are Correlated AND EvaluateD in rATiONal and critical ThougHt against mY Original Ideas, And furthEr experimENTs are plaNneD anD exEcuTED, aNd so on. The consEQUencE iS that my SciEntific IdeAs oR hyPotHeSes are enrIched, or cHaNgEd Or FalSifieD. my scientIfIc aCtIviTy is tHUs seen To be eSsenTiAlLY an Affair oF My RATionAl AnD conCepTuAl thoUght TOgeTher witH my exerciSe oF WillEd MoVement aNd my sensory peRcEption. If I rEfLecT on the HAPpenings During a scientific investIGation, I FinD that TherE is incessAnt "TraffiC" beTWeen my ConsciOus exPeRieNCEs and THE oBjeCtS and events IN The ExterNaL worLd. For exAmple, from the framewORk oF scientific knOwlEdge i DErIve SOmE IdeAs ABouT WHat I should obserVe under cerTaIN eXperimentaL ConDiTions. I pLan thesE condITions anD then by meAns of contRoLled MOVemEnts proceeD to actuaLize these COnditIOnS. My obSerVationS oR coNscioUs expeRIenCes of The ensUiNg resuLts arE cOrrelateD and evaluated in rational And criTical ThoUght againSt mY OriGinal ideaS, and Further expEriMenTs are PlaNNed anD exeCUtEd, aND so on. the cONsequence IS tHat MY ScIentific ideAS OR hyPotheSes ARe enriChed, Or changed or falsifIEd. My scientific ActiVITy iS thUS seeN tO be essentially An aFfAIR of my ratIoNal and concePtual thoUgHT togeTher wiTh my exErcise oF WIlLEd moveMent And My sensory PerCePTion. BefOrE aTTemptiNg to PiCture tHe braiN ActiVITies that underlie CreatIVE imagINatIon, it Is ImportaNT to rEalize that Such illuminAtions, WhetHer flAsh-like
 has had the suddenness of  a flash,as wi thKEK UL E an d th e benzene ring ,  DAR WIN and the theory ofevolu ti o n, H A MI LTONand his eq u a tio ns .Yet  w i th  most  of  the gr eat scient ifi chypotheses t h er e was notthi s instantane ous  and a pp are n tly m ira culou s birt h  of a"brain ch il d ." Rat h er were t he y de veloped in stages ,  b e ing perfectedand sh ap e db y  cr iti cal reason ,as wi t h PLANC K  a n d the quantum theor y and withE INS TEIN a nd  th e  theor y ofre l ati vity. Nor i s th e suddenn ess of illumin a tion an y guar ant eeof t h eva lid it y  of ahyp o the sis. I h av ehad o nlyo n e such  su dden  illu mination — th e s o-ca l led  Golg i-cel l hy po thesi s of i nhibi ti on (BROOKS andECCL ES, 1947)  —an d s om e yea r s late r i t w as prov ed fals e  (E CC L E S ,1953)! If I reflec to n  t he happe ningsd ur in g  a scien ti fic  inv e s tigat ion, Ifind tha t ther e  i sincessa nt  "traf fi c"bet weenm y co nsciou s experi ences and the object s  and events i n  t h e  e x tern alworld. Forexam p le,from th e f r amewo rk of  s c ie n tific knowledge I d er ive so me id eas about wha t I should o b serve un derc er t ain experiment al co nditions.I  plan th ese c ondition s and the n by means  of  co ntr oll e d  m ovements proc e e d to  a ctualiz e t hese co ndi tio ns.  My  o bservatio ns or co ns ci ou sexp erien c es of th eens ui ngresul t s arecorre late dan d  ev aluated in r atio na landcri ti cal t houg h t a gainstmy origin ali deas ,an d furth er experiment sare planne dand  execu t e d, and s o on. The consequence i s  that m y s cient ific  ideas or  hy pothes esa re enr iched,  or c ha nge d or fa l s if ied .My scienti f i c a ctivi ty  isthus se en to be essential l y a n affair of m y r atio n a land co n cep tu a l t h o ught together w ith my exe rc i se  of willed mov em ent and  my sen soryp ercepti on. If Ireflect o ntheh a ppe nings duri ng a sci entific i n vesti g at ion,I f ind th at  th ere i s ince s san t "tr affic"  b etween  my c on scious e xperiences and the obje cts an d eve nts  in the e xte r nal  world. F or e xample, fr omthe  fram ewo r k ofscie n ti fic knowl edge I derives om e i d e as  about what I sho uld o bse r ve und er c ertain experiment a l conditions.I pl a n  th ese cond it ions and thenbyme a n s of con tr olled movem ents pro ce e d toactual ize th ese con d i ti o ns. My  obs erv ations or  co ns c ious ex pe ri e nces o f th eensuin g resu l ts a r e  correlated andevalu a t ed in rat ional  a nd crit i calthought ag ainst my or iginal  ide as, a nd furt he r expe rim en ts are pla n ned and e xecut ed, and  s o on . T he con sequ e n ce is  tha tmyscientifi c id e as  o r  hy poth esesar e en riched, o r  changed  or falsifi ed . M y scient i fi c activity i s t hus s e e n to be es s enti a ll y  an a ffairof myrationa l  an dconcept ual t hought to gether wi t h m yexer cise ofwi lled  m ove me nt and my senso ry perce ption. B e f ore at tem p ting to pic tu re the brain  acti vi t ies tha t und erlie c r eat ive  im agin ati on,i t is important to realiz e th at su c h i llumi natio ns , whethe r  fla sh-like
 has_had the_suddenness of a flash,_as with_KEKULE_and the_benzene_ring, DARWIN and_the theory of_evolution, HAMILTON and his_equations. Yet with_most_of the great scientific hypotheses there was not this instantaneous and apparently miraculous birth_of_a "brain_child."_Rather_were they developed in stages,_being perfected and shaped by_critical reason,_as with PLANCK and the quantum theory and_with_EINSTEIN and the_theory of relativity. Nor is the suddenness of illumination_any guarantee of the validity of_a hypothesis. I_have_had_only one such sudden_illumination — the so-called Golgi-cell hypothesis_of inhibition (BROOKS and ECCLES, 1947)_— and some years later it was_proved false (ECCLES, 1953)! If I_reflect on the happenings during_a scientific_investigation, I find that there_is incessant "traffic"_between my_conscious experiences and_the objects and events in the_external world. For_example, from the framework of scientific_knowledge_I derive some_ideas_about_what I_should observe under_certain_experimental conditions._I_plan these conditions and then by_means_of controlled movements proceed to actualize these_conditions. My observations or_conscious_experiences of the ensuing_results are correlated and evaluated_in rational and critical thought against_my original_ideas, and_further experiments are planned and executed, and so on. The consequence_is that my scientific ideas or_hypotheses are enriched, or_changed or_falsified._My scientific activity_is_thus seen_to be essentially an affair of my_rational and_conceptual thought together with my exercise_of willed movement and_my_sensory perception. If I reflect on_the happenings during a scientific investigation,_I find that there is_incessant_"traffic"_between my conscious experiences and_the objects and events in the_external world. For_example, from the framework of scientific knowledge_I_derive some ideas about what I_should_observe under certain experimental conditions. I_plan_these_conditions and then by means_of controlled movements proceed to actualize_these conditions. My observations or conscious experiences of the_ensuing results are_correlated and evaluated in rational_and_critical_thought against my original ideas, and further experiments are planned_and executed,_and so on._The consequence is that my scientific ideas or hypotheses are_enriched, or changed or falsified. My scientific_activity is thus seen to be essentially an affair of my_rational and conceptual thought together with my exercise_of willed movement and my sensory perception._Before attempting to picture_the_brain activities that underlie creative imagination, it_is_important_to_realize that such_illuminations, whether flash-like