On the forty-second page of “Cracking Creativity: The Secrets of Creative Genius” author Michael Michalko wrote (emphasis added):
that the other person can connect with and understand. The ideas stemming from the second scenario will probably be more bottom-line oriented and impersonal. Perhaps they will include an objective idea that the other person can readily understand and accept.
Da Vinci's Multiple Perspectives
Leonardo da Vinci equated comprehension of the deeper structure of his subject with having multiple perspectives, specifically, from at least three different points of view. This seems to be a very fundamental and key part of Leonardo's strategy—multiple points of view are synthesized together. Leonardo believed that until one perceived something from a minimum of three different perspectives, one did not yet have a basis for understanding it. A true and complete knowledge comes from the synthesizing of these views. For example, when he designed the first bicycle, he looked at this new form of transportation from the viewpoint of the inventor, investors who would sponsor prototypes and production, the bicycle rider or consumer, and the municipalities where bicycles would be used, and then he synthesized the views.
Just as the difference in point of view between your eyes allows you to perceive depth, multiple perspctives about your subject deepen your understanding. Educational psychologists have conducted many experiments illustrating how a multiplicity of perspectives open awareness and creativity. In one study of beginning piano students, two groups were introduced to a simple C-major scale. One group was told to learn the scale by responding to multiple perspectives, including thoughts and feelings; the other group was told to practice the scale by the traditional memorization through repetition. When the groups were evaluated, the psychologists found the playing of the first group to be much more competent and creative.
In other experiments, researchers assigned chapters about particular subjects (e.g., the passage of the Kansas-Nebraska Act) to two groups. one group was asked to read the passage from multiple perspectives: its own, as well as that of the participants, wondering what they must have felt or thought at the time. The other group was told simply to learn the passage. Invariably, when the groups were tested the group that studied using "multiple" perspectives outperformed the other group that used "traditional" learning methods, in terms of information retained, the content of the essays they wrote, and creative solutions proposed.