Creativity may be a trait, a state or just a process defined by its products. It can be contrasted with certain cognitive activities that are not ordinarily creative, such as problem solving, deduction, induction, learning, imitation, trial and error, heuristics and "abduction," however, all of these can be done creatively too. There are four kinds of theories, attributing creativity respectively to (1) method, (2) "memory" (innate structure), (3) magic or (4) mutation. These theories variously emphasize the role of an (...) unconscious mind, innate constraints, analogy, aesthetics, anomalies, formal constraints, serendipity, mental analogs, heuristic strategies, improvisatory performance and cumulative collaboration. There is some virtue in each, but the best model is still the one implicit in Pasteur's dictum: "Chance favors the prepared mind." And because the exercise and even the definition of creativity requires constraints, it is unlikely that "creativity training" or an emphasis on freedom in education can play a productive role in this preparation. (shrink)

Two Methods Of Creative Marketing Research Neuromarketing And In-Depth Interview Creativity is one of the most important concepts nowadays' business environment. The purpose of this article is to determine whether neuromarketing and in-depth interviews complete each other in terms of allowing marketers to to create more creative marketing strategies on how customers really feel.Raising global competition pressure does not allow marketers to ignore it. Marketing is a field that is most sensitive to such influences. New point of (...) view most times gives an advantage in the marketing field. It helps to develop creative strategies.Two methods of creative marketing research: neuromarketing and in-depth interview were analyzed. Creativity is a potential which must be developed as a source of further development. It is a source natural to all people, a source that has a motivational effect. Creativity may be developed. Constant education is required. It is necessary to remove barriers and establish opportunities for creative thinking, reduce habitual stereotypes, release space for searching and find further alternatives. Significance of marketing in nowadays business environment is out of any doubts. Companies world wide spend trillions of dollars each year on Advertising, Marketing, and Research and Develoment. For decades, advertisers, marketers, and product developers are making an effort to apply social psychology to discover the tools to tap into the consumer's brain. Some marketers believe that most of biases occur because of responses changed by the customer's conscious mind. Development of technology gives a wide range of opportunities for the new generation marketing research. In conclusion, it is clear, that neuromarketing and in-depth interviews may complete each other and draw together more accurate picture of what the customers really feel, that allows marketers to create more competitive creative marketing strategies. (shrink)

A philosophy of shared creative experience.--What metaphysics is.--Present prospects for metaphysics.--Abstraction: the question of nominalism.--Some principles of method.--A logic of ultimate contrasts.--Wittgenstein and Tillich: reflections on metaphysics and language.--Non-restrictive existential statements.--Events, individuals and predication: a defence of event pluralism--The prejudice in favor of symmetry.--The principle of dual transcendence and its basis in ordinary language.--Can there be a priori knowledge of what exists?--Ideas of God: an exhaustive division.--Six theistic proofs.--Sensory qualities and ordinary language.--The aesthetic matrix of value.

The cause of contemporary education is a subject-object relation of the society to man. There are two possible types of education constructed on the basis of this relation: cultural-oriented and social-oriented. None of this two types can solve the problem of a man as a subject of own history. Creative type of education based оn a subject-subject relation can solve this problem.

The following article explores the use of creative writing techniques to teach research ethics, breathe life into case study preparation, and train students to think of their settings as complex organizational environments with multiple actors and stakeholders.

This book traces the development of British psychoanalyst Marion Milner's (1900-1998) autobiographical acts throughout her lifetime, proposing that Milner is a thinker to whom we can turn to explore the therapeutic potentialities of autobiographical and creative self-expression. Milner's experimentation with aesthetic, self-expressive techniques are a means to therapeutic ends, forming what Emilia Halton-Hernandez calls her 'autobiographical cure'. This book considers whether Milner's work champions this site for therapeutic work over that of the relationship between patient and analyst in the (...) psychoanalytic setting. This book brings to light a theory and practice which is latent and sometimes hidden, but which is central to understanding what drives Milner's autobiographical work. It is by doing this work of elucidation and organisation that Halton-Hernandez finds Milner to be a thinker with a unique take on psychoanalysis, object relations theory, creativity, and autobiography, working at the interstices of each. Divided into two fascinating sections exploring Milner's distinctive method and the legacy and influence of her work, this book will appeal to psychoanalysts, art therapists, philosophers, and art and literary researchers alike. (shrink)

Michael Pirron is CEO of Impact Makers, an IT consulting firm based in Virginia. Impact Makers decided to reincorporate as a Benefit Corporation when Virginia passed the legislation. In this interview with Professor Daryl Koehn from DePaul University, Pirron discusses why he chose to reincorporate and their organization’s decision to give all their profits to charity. To do this, Impact Makers set up a new financial innovation to protect the social purpose of the organization. They gave all their common stock (...) to two public charities and if the organization is ever sold, all the proceeds would go to charitable organizations in their community. (shrink)

As the title indicates, this most recent of Hartshorne's works blends doctrinal exposition with analyses of methodological issues. Each of the sixteen chapters can be read as an independent essay, although the entire work is intended as "an essay in systematic metaphysics." The paradox is resolved once we realize that Hartshorne does not separate substantive discussion and the examination of methodological principles--the text exemplifies the principles latent in "creative synthesis" as he understands it. Each chapter takes shape out of (...) a position-matrix in terms of which a number of possible positions on problems of relations, modality, and temporality are exhibited and finally sifted in order to determine the most viable for future philosophic inquiry. Portions of six of the chapters had previously been published, one as early as 1958; the remaining ten appear for the first time in this volume. Although much of the doctrinal content will be familiar to those who have read Hartshorne's earlier works, the clarity and coherence of these essays make it an especially valuable work for students of metaphysics, whether they accept the neoclassical position or not. In the first chapter, "A Philosophy of Shared Creative Experience," Hartshorne presents his case for the inclusive priority of "becoming" over "being"; in the next three chapters, he turns to a more detailed analysis of technical problems in metaphysics--the specification of the domain of metaphysical inquiry, the viability of the notion of inclusive contrast as the heart of "relativity", and the ultimate coincidence of modal and temporal categories as the summit of the analyses of "abstractions". Each of these chapters is an excellent example of Hartshorne's working through "position-matrices"; but for those who are unfamiliar with Hartshorne's work, or for those who desire a less 'naïve' approach to metaphysical inquiry it might be advisable to turn to Chapters V and VI immediately after Chapter I. In these two essays, Hartshorne presents a general exposition of the structure of his system, exposing and defending the conception of relativity which lies at the heart of his system: the triadicity [[sic]] of creative synthesis must be construed relatively, the contrast of relative and absolute being included within the relative member of the contrast. In the succeeding chapters, the difficulties which such a conception must face are explored in detail. Among the difficulties which Hartshorne focuses upon are the possibility of "non-restrictive or necessary existential truths", the psychological reeducation which a conception of the priority of events necessitates, the explanatory power of directed or asymmetrical relations as opposed to non-directed, symmetrical ones, and the critique of the notion of ens realissimum and its substitution by the universal forms of dependence and independence. It is interesting that at various places in this work Hartshorne indicates that the importance of the problem of the relations among contemporaries must be relegated to secondary status in the philosophy of shared creative experience. It becomes increasingly evident that were the author to stress its importance, he should have to turn to a conception of eternal objects functioning relationally or affirm interaction between God and any other individual in strictly simultaneous states. Either move would necessitate a major shift in his methodological principles and substantive doctrines. That he has struggled with the problem of the relations among contemporaries for so long shows his willingness to confront the possibility of such a shift. This is one of the major criteria for evaluating metaphysicians, as Hartshorne notes; in the light of this criterion, Hartshorne's newest work will be judged a significant contribution to metaphysical inquiry.--R. L. C. (shrink)

How do scientists who devote their entire lives to solving a small problem in theoretical physics work? What causes a team of young researchers to be completely devoted to its work? What do they share with and what distinguishes them from teams who do not have creativity as a necessary goal of their mission? This article discusses some possible answers to these questions, starting from a research team in physics, in which the author took part as a researcher over a (...) considerable period of time. (shrink)

In the present study, we combined first-, second-, and third-person levels of analysis to explore the feeling of being and acting together in the context of collaborative artistic performance. Following participation in an international competition held in Czech Republic in 2018, a team of ten artistic swimmers took part in the study. First, a self-assessment instrument was administered to rate the different aspects of togetherness emerging from their collective activity; second, interviews based on video recordings of their performance were conducted (...) individually with all team members; and third, the performance was evaluated by external artistic swimming experts. By combining these levels of analysis in different ways, we explore how changes in togetherness and lived experience in individual behavior may shape, disrupt, and stabilize joint performance. Our findings suggest that the experience of being and acting together is transient and changing, often alternating phases of decrease and increase in felt togetherness that can be consistently recognized by swimmers and external raters. (shrink)

The future of work is forcing the world to adjust to a new paradigm of working. New skills will be required to create and adopt new technology and working methods. Additionally, cognitive skills, particularly creative problem-solving, will be highly sought after. The future of work paradigm has threatened many occupations but bolstered others such as engineering. Engineers must keep up to date with the technological and cognitive demands brought on by the future of work. Using an exploratory mixed- (...) class='Hi'>methods approach, our study sought to make sense of how engineers understand and use creative problem solving. We found significant associations between engineers’ implicit knowledge of creativity, exemplified creative problem solving, and the perceived value of creativity. We considered that the work environment is a potential facilitator of creative problem-solving. We used an innovative exceptional cases analysis and found that the highest functioning engineers in terms of knowledge, skills, and perceived value of creativity, also reported working in places that facilitate psychosocially safe environments to support creativity. We propose a new theoretical framework for a creative environment by integrating the Four Ps and psychosocial safety climate theory that management could apply to facilitate creative problem solving. Through the acquisition of knowledge to engage in creative problem solving as individuals or a team, a perception of value must be present to enforce the benefit of creativity to the engineering role. The future of work paradigm requires that organisations provide an environment, a psychosocially safe climate, for engineers to grow and hone their sought-after skills that artificial technologies cannot currently replace. (shrink)

Komparace metod využitelných v rámci analýzy kreativního potenciálu na příkladu Slovenské republiky.

Creativity has received, and continues to receive, comparatively little analysis in philosophy and the brain and behavioural sciences. This is in spite of the importance of creative thought and action, and the many and varied resources of theories of mind. Here an alternative approach to analyzing creativity is suggested: start from the bottom up with minimally creative thought. Minimally creative thought depends non-accidentally upon agency, is novel relative to the acting agent, and could not have been tokened (...) before the time it is in fact tokened, relative to the agent in question. Thoughts that meet these three conditions—agency, psychological novelty, and modal—are what may be called cognitive breakthroughs. Even if such breakthroughs are not necessary to or definitive of richer creativity, they are indeed central to much of creativity. The minimal analysis provides a more workable explanandum for theories of creativity of varied motivation and method. (shrink)

This study investigated the effect of unconscious processing on creative problem solving (CPS) by combining a revised priming paradigm that manipulated the content of unconscious processing together with remote association tests (RAT). In the real world, most CPS is facilitated by unconscious information processing after a problem is represented. However, most previous studies have focused on priming subthreshold stimuli before the problem presentation, with few exploring unconscious priming after the problem is presented, even though different prime timings might involve (...) distinct processing mechanisms. Therefore, Experiment 1 compared the unconscious priming effects of presenting the prime prior to the target (Before-T) versus during target solving (During-T). The RAT difficulty and type of priming material were also manipulated. The results of Experiment 1 revealed a significant difference in the priming effects of prime timing with the During-T group benefiting more from subliminal stimuli than the Before-T group. Experiment 2 further strengthened the justifications for the hypotheses regarding the influence of word versus picture priming in the during-T condition. Overall, this study found a clear dissociable contribution of unconscious processing to CPS, and the facilitation effect was optimised by prime timing, the prime material, and RAT difficulty. (shrink)

Purpose:The pandemic of coronavirus disease 2019 (COVID-19), which has had a significant impact on people’s lives, has apparently increased the incidence of depression. Although the topic of how depression affects creativity is contested, previous research has revealed a significant relationship between the two. The purpose of this study is to further investigate the relationship and the mechanisms that operate between depression and creativity.Methods:A total of 881 students at an independent college in China completed a questionnaire consisting of the Self-Reported (...) Depression Scale, Runco Ideational Behavior Scale, Psychological Resilience Scale, Deliberate Rumination Scale and demographic information. Among the respondents, 317 (36.0%) were male and 564 (64.0%) were female, all of whom were from the same grade. Correlation analyses were conducted, and then the researchers carried out mediation analysis and developed a moderated mediation model.Results:The results indicated that (a) depression was positively related to creativity (r= 0.085,p< 0.05); (b) psychological resilience mediated the relationship between depression and creativity; specifically, psychological resilience was negatively related to depression (r= −0.462,p< 0.01), which in turn was positively related to creativity (r= 0.198,p< 0.01); and (c) deliberate rumination moderated the relationship between depression and psychological resilience, showing a significant negative correlation with depression (r= 0.138,p< 0.01), psychological resilience (r= 0.078,p< 0.05), and creativity (r= 0.288,p< 0.05); specifically, higher levels of deliberate rumination strengthened the negative correlation between psychological resilience and depression.Conclusion:The results suggest that depression is a positive predictor of creativity and may promote creativity to some extent. Further, individuals with greater psychological resilience are more creative than those with less psychological resilience, as it is a question of whether they can and to what extent they can effectively use depression as an emotional resource. Last, an individual’s level of deliberate rumination moderates the mediating process, especially at the stage where depression is associated with psychological resilience. These findings advance understanding of the mechanisms that operate between depression and creativity. (shrink)

Creativity is a relevant yet elusive concept, and consequently there is a large range of methods to assess creativity in many different contexts. Broadly speaking, we can differentiate between creativity measures on the level of the person (such as the Torrance tests), the level of the creative product (consensual assessment), and the level of the creative process. In the recent literature on children's creativity, 80% of the studies employed measures on either the person or the product level (...) (Kupers et al., submitted). However, for parents, teachers, and employers who wish to stimulate creativity, insight in the (often socially embedded) creative process is badly needed. This move from the inter-individual to the intra-individual level of assessment is furthermore in line with research in many other domains in psychology. Although there is some research focusing more on detailed descriptions of creative processes, the studies are usually purely qualitative and therefore highly context-specific, making generalization difficult. In this paper, we present a newly developed coding frame as a systematic, generic, micro-level measure of creativity. What is unique about this coding frame is that it can be applied to observations of creative processes in many different contexts, and for different kinds of creative tasks. The core of the instrument is that it allows us to assess the two core components of creativity - novelty and appropriateness on an ordinal 4-point scale, at each moment during the creative process. The coding frame can be applied in three steps. The first step is to determine the unit of analysis, that is, the level of detail in which the creative process is assessed. The second step and third steps are coding the units on two ordinal scales of novelty and appropriateness, respectively. In order to illustrate the versatility of our instrument, we apply it to two cases of very different creative processes: a musical composition task (open-ended) and a scientific reasoning task (closed- ended). Last, we demonstrate the possibilities for analyzing this type of dense intra-individual measurements of creativity (time series analysis and state space grids) and discuss the future research that is needed to fully validate the instrument. (shrink)

The paper poses a question why creative processes are more and more often related to technologies and that is clearly visible in institutionalized scientific, cultural and political discourses. It is noteworthy that technologies, creative technologies including, are becoming instrumental mind-based methods, which aim to perform everything more efficiently, more economically and more advantageously. This way creative activity loses its essence and becomes a commodity easily defined in economic categories, and thus it is employed as an effective (...) means used to control, influence and even manipulate the human consciousness. It is likely that modern technologies push everything that is essential to human life to periphery, everything that joins people for shared activities and has intrinsic values. The paper attempts to show that even the so-called “scientific axiology” based on formal social technologies is unable to deal with axiological problems of creative human essence if personal or subject-related intrinsic values are not taken into account. This way it is most likely to happen that such evaluation which emphasizes individual and unique emotional and spiritual human reality tends to be downplayed. This fact corroborates intuitive understanding that technologies employed in creative activities should serve only as a supplementary tool but not become a self-contained tool which overshadows transcendental human creative powers.It points to the conclusion that though the usage of technical terms in contemporary science and art (culture, in general) is hardly avoidable, it should be attempted to return to the initial concept of creativity according to which it is perceived as a spontaneous self-expression. The underlying reason for the idea is that penetration of modern technologies into the domain of artistic creativity destroys the human essence, and turning creativity into a technological process leads to inevitable destruction of a creative process. (shrink)

The paper aims at identifying, explaining and illustrating the affordances of “creative nonfiction” as a style of writing social science. The first part introduces creative nonfiction as a method of writing which brings together empirical material and fiction. In the second part, based on illustrations from my ethnographic research of European “crisis reporters,” written in the form of a novel about a fictional journalist, but also based on a review of existing social science research that employs a (...) class='Hi'>creative method of writing, I identify several main affordances of creative nonfiction in social-scientific research. In particular, I argue that creative nonfiction allows scientists to illustrate their findings, to express them in an allegorical way, to organize data into a narrative, to let their pieces of research act in the social world, and to permeate research accounts with self-reflexive moments. I also discuss some apparent negative affordances: challenges that creative nonfiction poses to readers and to the institutionalized academic discourse. Finally, I suggest that writing about sociological problems in the style of creative nonfiction can help to produce more engaging and engaged texts, and I discuss the ethical implications of the approach. (shrink)

The final published book by Nobel Prize-winning author and philosopher Henri Bergson (1859-1941), La pensée et le mouvant (translated here as The Creative Mind), is a masterly autobiography of his philosophical method. Through essays and lectures written between 1903 and 1923, Bergson retraces how and why he became a philosopher, and crafts a fascinating critique of philosophy itself. Until it leaves its false paths, he demonstrates, philosophy will remain only a wordy dialectic that surmounts false problems. With masterful skill (...) and intensity, Bergson shows that metaphysics and science must be rooted in experience for philosophy to become a genuine search for truth. And in the quest for unanswered questions, the spiritual dimension of human life and the importance of intuition must be emphasized. A source of inspiration for physicists as well as philosophers, Bergson's introduction to metaphysics reveals a philosophy that is always on the move, blending man's spiritual drive with his mastery of the material world. (shrink)

Computational Creativity, Concept Invention, and General Intelligence in their own right all are flourishing research disciplines producing surprising and captivating results that continuously influence and change our view on where the limits of intelligent machines lie, each day pushing the boundaries a bit further. By 2014, all three fields also have left their marks on everyday life – machine-composed music has been performed in concert halls, automated theorem provers are accepted tools in enterprises’ R&D departments, and cognitive architectures are being (...) integrated in pilot assistance systems for next generation airplanes. Still, although the corresponding aims and goals are clearly similar (as are the common methods and approaches), the developments in each of these areas have happened mostly individually within the respective community and without closer relationships to the goings-on in the other two disciplines. In order to overcome this gap and to provide a common platform for interaction and exchange between the different directions, the International Workshops on “Computational Creativity, Concept Invention, and General Intelligence” (C3GI) have been started. At ECAI-2012 and IJCAI-2013, the first and second edition of C3GI each gathered researchers from all three fields, presenting recent developments and results from their research and in dialogue and joint debates bridging the disciplinary boundaries. The chapters contained in this book are based on expanded versions of accepted contributions to the workshops and additional selected contributions by renowned researchers in the relevant fields. Individually, they give an account of the state-of-the-art in their respective area, discussing both, theoretical approaches as well as implemented systems. When taken together and looked at from an integrative perspective, the book in its totality offers a starting point for a (re)integration of Computational Creativity, Concept Invention, and General Intelligence, making visible common lines of work and theoretical underpinnings, and pointing at chances and opportunities arising from the interplay of the three fields. (shrink)

The notion of creativeness is widely used in a number of sciences. The same time meaning of this word is not so obvious as it may seem at first sight. In most cases the notion definitions contain only one of it's meaning features unchangeable: creativeness is a kind of ability to create something new. There are several sometimes absolutely different points of view regarding to the following questions: who is a bearer of this ability, what are the main peculiarities of (...) it’s appearance, not to mention its formation possibility and methods. We analyze these points of view to approach to the comprehension of the nature of creativeness. Demands of modern world to person increase. Creativeness is one of these aspects. Besides this one is foundation of human’s nature. Sodeciding this problem we make a base for solving many other problems. Probably the decision of this problem lies in dividing of creativeness types. (shrink)

Creative Intelligence: Essays in the Pragmatic Attitude represents an attempt at intellectual cooperation. No effort has been made, however, to attain unanimity of belief nor to proffer a platform of "planks" on which there is agreement. The consensus represented lies primarily in outlook, in conviction of what is most likely to be fruitful in method of approach. As the title page suggests, the volume presents a unity in attitude rather than a uniformity in results. Consequently each writer is definitively (...) responsible only for his own essay. The reader will note that the Essays endeavor to embody the common attitude in application to specific fields of inquiry which have been historically associated with philosophy rather than as a thing by itself. Beginning with philosophy itself, subsequent contributions discuss its application to logic, to mathematics, to physical science, to psychology, to ethics, to economics, and then again to philosophy itself in conjunction with esthetics and religion. The reader will probably find that the significant points of agreement have to do with the ideas of the genuineness of the future, of intelligence as the organ for determining the quality of that future so far as it can come within human control, and of a courageously inventive individual as the bearer of a creatively employed mind. (shrink)

Systems of formal dialectics articulate methods of conflict resolution. To this end they provide norms to regulate verbal exchanges between the Proponent of a thesis and an Opponent. These regulated exchanges constitute what are known as formal discussions.One may ask what moves, if any, in formal discusions correspond to arguing for or against the thesis. It is claimed that certain moves of the Proponent's are properly designated as arguing for the thesis, and that certain moves of the Opponent purport (...) to criticize the tenability or the relevance of the reasons advanced. Thus the usefulness of formal dialectic systems as models for reasonable argument is vindicated.It is then proposed to make these systems more realistic by incorporating in them a norm of Creative Reasoning that removes the severe restrictions to which the Proponent's arguing was hitherto subject. As a consequence, a certain type of irrelevant reason is no longer automatically excluded. Therefore, it is proposed to extend the Opponent's rights to exert relevance criticism. The new dialectic systems are shown to be strategically equivalent to the original ones. Finally, it is stressed that the Opponent's criticism should not be designated as arguing against the thesis. The Opponent criticizes, but does not argue. (shrink)

The tension in evidence-based practice and reflective practice -- The relationship between reflection and action research -- An overview of theories of consciousness and unconsciousness -- What do we mean by creativity? -- Using metaphor and symbolism as analysis -- Infinite possibilities of knowing and transformation -- Concluding thoughts; the linkages to action research and critical creativity.

Creative Class, Creative Economy, and the Wisdom Society as a Solution to their Controversy The paper briefly introduces the notion of creativity, linking the concepts of creative class and the related creative economy that are considered by Florida and his followers as the driving force of the current social and economic development. The concept of creative economy and its quantification in form of the Creative Class Index 3T or the Euro-Creativity Index were submitted to (...) strong critique.The critics overturn some key issues of the concept of creative class with an indication that the creative people give priority in choosing the work from the place; and there is no or almost nil correlation of a perceptual representation of the persons of homosexual orientation and the high-tech growth which confirms the opinion that the assertion about higher creativity of homosexual persons is a myth only. The purpose of the article is the examination of propriety of the concept of creative class and its quantification at one hand, and the rightfulness of their critique at the other. The analysis of the axiology of the concept of creative class is the method of examination. From point of view of axiology probably the most significant characteristic of the creative class is its accompanying destruction of thee social capital of creative people and it substitution of the creative capital. The rise of creative class takes place in parallel with the implosion of values at which basis our Jewish-Christian civilization is established. To this Florida expresses rather vague attitude by a statement that all socio-cultural changes that accompany the rise of the creative class will have no favorable impact on society.Florida labeled creativity as a basic human law, furthermore, he announced the need for a new live style in which the quality of life will increase and people become better men. The concept of creativity as an instrument of urban planning evolved into a left-liberal ideology with elements of social engineering that is the most important finding of the axiological analysis. The second finding is the need to accept the meaning of creativity. By implication of the two findings there arises a proposal for wisdom as a new driving force of social and economic development. The conclusion is the contribution is a requirement for formulation of the concept of wisdom society that is currently likely absent in the academic world, and the statement that if the West will not create the wisdom society, it will lose the raison d'être of its existence. (shrink)

This paper presents a critical reflection on insights into the ongoing endeavours for community engagement by Ayara and MAL; two urban grassroot organisations in Bogota, Colombia, where a long history of internal conflicts has resulted in diverse human right violations. The paper presents examples of the grassroots organisations’ unique methods of engagement that promotes building collective intelligence from the bottom–up through creative collaboration and design processes, leading to rebuilding social fabrics that support the common good for the people (...) of Bogota. (shrink)

The article is devoted to problems of creative and reproductive strategies of modern Russian pedagogy with regard to the asynchrony of cultural personality layers of students. The asynchrony of cultural and psychological personality layers means that a system of personal attitudes consists of orientations that prevailed in different historical periods and therefore is able to combine both harmony and disharmony of interaction between them. Orientation on the reproduction or on the creativity has a particularly strong influence on the formation (...) and dominance over private personal attitudes. Special attention is paid to active group learning methods that are capable of intensifying the creative development of a personality. The cause of many of the shortcomings of the modern education is the state bureaucratic activity armed of consolidating the archaic reproductive attitudes in teachers and students practices and at enhancing the asynchrony of cultural layers of personality, which hampers the further development of creativity. Much attention is paid to the traditions of Russian humanitarian thought and experience of outstanding Russian teachers largely determined the development of modern pedagogical practice. The activity of the most talented native teachers of the twentieth century was aimed at reducing the specified cultural asynchrony of pupils through active intragroup interaction with increasing inclusion of each in the process of development of modern cultural skills of creativity. Not ‘stucking‘ on the tasks that the group could decide for herself, the teacher worked "for the future", focusing it on the broader educational interests and creativity. Typology of culture correlates with cognitive mechanisms of socialization. (shrink)

Problem’s statement. This article is the result of a study of the historical context in which Isidore of Seville is inserted as an author, as the creator of a unique method, which became the result of his hard work. But in order to describe the method of Isidore of Seville, it is necessary to outline the range of problems that arise before us. Due to serious political and social upheavals in the Western Roman Empire, the preservation of education comes to (...) the fore. The need for “Christianization,” on the contrary, fades into the background. The authors of this period perceived the works of the church fathers and apologists as a legacy, as part of tradition. On the other hand, representatives of the intellectual culture of the era under consideration were part of the aristocracy of Roman (in the broad sense) origin and in this sense, like their predecessors, were bearers of ancient education and culture.The purpose of the study. Analyze the historical context in which the method of Isidore of Seville developed and to consider the influence of the method of Isidore of Seville on the development of knowledge and ideas in the dark ages.Methods. To achieve the goal of the study, a number of general and specific methods were used that contributed to the study of the creative heritage of Isidore of Seville: the etymological method used in the practice of Isidore for the classification and origin of sciences and arts; togoria method for understanding the symbolism of medieval language and judgments; historical-retrospective, contributing to the study of the contribution of Isidore of Seville to European education from the first monastic schools to the formation of universities; terminological selection – for the purpose of selecting, clarifying and modernizing the system of individual terms used in the educated circles of Visigothic Spain; reconstruction – to reproduce the events of the cultural and historical process on the Iberian Peninsula during the Visigothic Kingdom.Results. The reception of the ancient heritage in the works of the authors of this era – and these are primarily Boethius, Cassiodorus and Isidore of Seville – occurs in a different vein than that of the church fathers (Ambrose, Jerome and Augustine) and the German kings of the Carolingian revival. This question concerns a narrower issue that is discussed in the article, and it is connected with Isidore as the author. Isidore of Seville (560-636) is known primarily as an encyclopedist, indicating the wide coverage of topics in his works, on the other hand, in a certain way characterizes the level of these works.However, Isidore was not only and not so much an antiquarian – a collector of ancient knowledge. If we use the “intellectuals and power” scheme, then Isidore was, so to speak, an intellectual in power. He occupied the position of bishop of Seville (the episcopal rank was considered the best conclusion for the cursus honorum even in the 5th century, his authority significantly exceeded the authority of the constantly changing Visigothic kings of Spain. Isidore presided over the IV Council of Toledo (633), whose priests formulated an order with its significant the influence of the episcopate on public affairs.We can say that Isidore, through his works, in a certain sense constructed an ideology. (or what might be called ideology) and the educational program inextricably linked to it.Discussion. First, the era of the “Dark Ages” is a period of permanent military-political struggle between the local nobility and kings, the German kingdoms and Byzantium, which occurred as a result of the height of the Western Roman Empire. The second question is religion, since there were several religions in the territory of the Visigothic kingdom; Christianization of culture and education and, as a consequence, a contradiction with ancient philosophy. Hence the problem of preserving and transmitting knowledge. It was these reasons that complicated the creation of a high-quality educational system. Thirdly, Isidore was not a methodologist, but created a unique method, he was not a scientist, but wrote an encyclopedic work, was not a philosopher, but wrote about philosophy, distinguished it from dialectics, constructed a certain type of knowledge of the real world known to him, was not even a philologist, but he knew Visigothic, Latin, Greek, and Hebrew.How did Bishop Isidore create an effective method? Fourth, after the authors of the “Golden Age” of patristics in the 6th–7th centuries. A new generation is emerging, which is faced with slightly different tasks. How does Isidore “construct” knowledge and what impact has his work had on society? Another important problem is the question of the scale and nature of Isidore’s influence on the intellectual culture of the Middle Ages. At the same time, special attention was paid to “etymologies, or principles,” its distribution, influence on the presentation of the seven liberal arts, etc. On the significance of Isidore’s method for medieval education.Conclusions. The method of Isidore of Seville was an important contribution to the preservation and transmission of knowledge in the Middle Ages and influenced the further development of encyclopedic knowledge. (shrink)

In their article, A.M. Dorozhkin and S.V. Shibarshina focus on the concepts of problem, task, and features of a creative personality as a single isolated agent. To a certain extent, such view is “opposed” by the socio-epistemic approach, since today it is extremely difficult to consider a person outside the socio-cultural context. In my paper, I discuss the distinctive features of the concepts of tasks and problems in connection with the fields of science and education. As an example of (...) a kind of creative adaptation practice, to which modern scientists are forced to resort (taking into account difficult socio-economic realities), I consider “tayloring” – a type of activity of “creative” written justification of the importance and usefulness of basic research (J. Calvert). The collective and institutional aspects of modern science, which play a role in the possible limitation of the process of generating new (creative) ideas in science, are discussed (P. Stanford). I agree with A.M. Dorozhkin and S.V. Shibarshina, that the method of epistemological randomization is most specific for the field of philosophy. Following C. Rovelli, it is emphasized that philosophy can serve as an important “creative resource” for scientific activity. (shrink)

There is an increasing demand by society that university students demonstrate competitive skills to enable them to achieve greater success when entering the workplace. Creativity and life satisfaction correlate positively with academic performance, productivity, and excellence in the working environment. The presence of creativity and emotional intelligence in the curriculum and teaching methods in Spanish universities, however, is surprisingly lacking. Studies that examine gender differences in these variables provide conflicting results. The purpose of our research is to analyse the (...) changes produced in both creativity and life satisfaction in university students by a positive emotional and creative intervention and explore individual differences by gender. The methodology used was a quasi-experimental pre- test/post- test design with experimental/control groups. Three hundred university students from the Community of Madrid completed three exercises that evaluated creativity and life satisfaction. The results show significantly higher results in creativity and life satisfaction in women, who continued to achieve high results after the intervention. Finally, we discuss the need for emotional and creative education in universities and focus on the employability and the guarantee of equal opportunities through the development of these competencies. (shrink)

Creativity is a valuable commodity. Research has revealed some identifying characteristics of creative people and some of the emotional states that can bring out the most creativity in all of us. It has also been shown that the long-term experience of different cultures and lifestyles that is the result of travel and immigration can also enhance creativity. However, the role of one-off, extreme, or unusual experiences on creativity has not been directly observed before. In part, that may be because, (...) by their very nature, such experiences are very difficult to bring into the laboratory. Here, we brought the tools and empirical methods of the laboratory into the wild, measuring the psychological effects of a unique multisensory experience: an underwater nightclub. We showed – with fully randomized and experimentally controlled conditions – that such an experience boosted measures of divergent thinking in participants. This demonstrates that one element of creativity can be directly enhanced by unusual situations, and that experimental tools of psychology can be used to investigate a range of consumer experiences. (shrink)

1. Overview and organizing themes 2. Historical Review: Aristotle to Mill 3. Logic of method and critical responses 3.1 Logical constructionism and Operationalism 3.2. H-D as a logic of confirmation 3.3. Popper and falsificationism 3.4 Meta-methodology and the end of method 4. Statistical methods for hypothesis testing 5. Method in Practice 5.1 Creative and exploratory practices 5.2 Computer methods and the ‘third way’ of doing science 6. Discourse on scientific method 6.1 “The scientific method” in science education (...) and as seen by scientists 6.2 Privileged methods and ‘gold standards’ 6.3 Scientific method in the court room 6.4 Deviating practices 7. Conclusion Bibliography Academic Tools Other Internet Resources Related Entries . (shrink)

Rational reconstructions of cognition, outgoing from the results of cognitive activity, often introduce incorrect or imaginary cognitive procedures. Cognition needs to be examined as the open creative process directed to the unknown future. In the process of cognition a theoretical language, perceptive structures, methods of empiric researches and ontological phenomena are mutually constructed. The contents of the results of cognition are encoded in the language of theory and becomes objective in its ontology. It is the same information represented (...) in different forms. The classic theory of truth is faithful, always used for the estimation of our assertations, but the terms of its use are constructed in the process of cognition. The only mode to show that the theory is not truthful and the ontological phenomena are not real is to construct a successful alternative theory. (shrink)

The ultimate focus of the current essay is on methods of “creative abduction” that have some guarantees as reliable guides to the truth, and those that do not. Emphasizing work by Richard Englehart using data from the World Values Survey, Gerhard Schurz has analyzed literature surrounding Samuel Huntington’s well-known claims that civilization is divided into eight contending traditions, some of which resist “modernization” – democracy, civil rights, equality of rights of women and minorities, secularism. Schurz suggests an evolutionary (...) model of modernization and identifies opposing social forces. In a later essay, citing Englehart’s work as an example, Schurz identifies factor analysis as an example of “creative abduction”. The theories of Englehart and his collaborators are reviewed again in the current essay. Published simulations and standard statistical desiderata for causal inference show the methods Englehart used, factor analysis in particular, are not guides to truth for the kind of data Schurz recognizes as common in political science. Recent work in statistics, philosophy and computer science that makes advances towards such methods is briefly reviewed. (shrink)

Do scientists agree? It is not only unrealistic to suppose that they do, but probably just as unrealistic to think that they ought to. Agreement is for what is already established scientific history. The current and vital ongoing aspect of science consists of an active and often heated interaction of data, ideas and minds, in a process one might call "creative disagreement." The "scientific method" is largely derived from a reconstruction based on selective hindsight. What actually goes on has (...) much less the flavor of a systematic method than of trial and error, conjecture, chance, competition and even dialectic. (shrink)

The creative thinking and ability of top management team members is important in coping with rapid changes in the external environment and improving the competitive advantage of an organization. This research focuses on the CEO–TMT interface to explain how CEOs influence TMT characteristics, which in turn affects TMT outcomes. Based on social learning theory, this study examines the associations among CEO ethical leadership, TMT cohesion and TMT creativity in a Chinese context using a total of 91 top management teams. (...) To verify the reliability and validity of the constructs, a series of confirmatory factor analyses (CFAs) were run. The results showed that the hypothesized model captured distinct constructs and fits the data well. Multistep regression method was used to test hypotheses. The results indicated that (a) CEO ethical leadership has a positive effect on TMT creativity; (b) TMT cohesion plays a mediating role in the relationship between CEO ethical leadership and TMT creativity; and (c) power distance plays a moderating role in the relationship between CEO ethical leadership and TMT creativity. The greater the power distance, the weaker the positive relationship between CEO ethical leadership and TMT creativity. This study demonstrates the value of CEO ethical leadership and advocates the importance of establishing team cohesion and building a psychologically safe environment to motivate top managers within an organization to share information and knowledge to improve creativity. (shrink)

The study aimed to identify creative behavior and its impact on achieving Lean strategy in Palestinian civil organizations. The study used the descriptive analytical approach and the questionnaire as a main tool for collecting data from employees of associations operating in the governorates of Gaza Strip. The cluster sample method was used and the sample size was (343) individuals. Retrieving (298) questionnaires, and the following results were reached: The relative weight of the measure of Lean strategy was 79.04 (%), (...) and the relative weight of the measure of creative behavior was 78.99 (%), and there was a statistically significant relationship between creative behavior and Lean strategy, and the presence of an effect of creative behavior on Achieving Lean strategy, the absence of statistically significant differences in creative behavior according to the gender variable, age group, educational qualification, specialization, and the presence of statistically significant differences in Lean strategy attributable to the gender variable in dimensions (strategic sensitivity, clarity of vision, choice of strategic goals, Response speed, action) and differences were in favor of females. While there were no statistically significant differences in my dimension (shared responsibility, core capabilities) due to the gender variable, there were no statistically significant differences between the mean dimensions of Lean strategy due to the age group variable, the educational qualification, and the study presented a set of recommendations, the most important of which are: the necessity of seeking civil organizations In Gaza Strip, by obtaining funding from external countries to provide self-income for associations to face crises and give them independence in order to preserve them to carry out their role in society, the need to work to follow up on the strategic plan for NGOs using electronic messages as they pave the way to reach excellence and creativity in the field of work, The necessity of holding meetings and workshops with the local community, and this helps them to define the community's needs. (shrink)

Regardless this will have the following points: if we want to solve global problems , we need to - the global ethics. The ethics can not be the last of the modern world view provided by the world view to the material - the ultimate energy as the true occasion of the universe, because the view is nihilism, the denial code of ethics is part of the universe was constructed. The ethics can not learn from the Western tradition provide nervous, (...) because the traditional occasion of neural science regarded as the ultimate truth is only one never to create the world nervous. According to this view, apart from the scientific method and with the fact that malignant evil conflict, and promote individual traditional classic can correct the flexibility to stimulate the heart, resulting in another of its special moral admonition should be universal. a global ethics of the philosophical foundation provided by Whitehead's view of the world, because the argument for God and the creation of the ultimate. I will argue the following theses: If we are to solve our global problems , we need a global ethic. Such an ethic cannot be provided by the late modern worldview, according to which matter-energy is the only ultimate reality, because this view is nihilistic, denying that moral norms belong to the fabric of the universe. Such an ethic also cannot be provided by traditional Western theism, according to which the only ultimate reality is a deity who created the world ex nihilo, because this view, besides conflicting with scientific method and the fact of evil, promotes the idea that the scriptures of one's tradition are infallibly inspired, so that its particularistic moral injunctions should be universally enforced. The philosophical foundation for a global ethic can be provided by Whitehead's worldview, with its two ultimates: God and creativity. (shrink)

Abstract: The study aimed to identify the creative behavior in the Palestinian civil organizations between reality and expectations, and the study used the descriptive analytical approach and the questionnaire as a main tool for collecting data from employees of associations operating in the governorates of Gaza Strip, and the cluster sample method was used and the sample size was (343) individuals and has been recovered (298) Resolution. The following results were reached: The relative weight of the measure of (...) class='Hi'>creative behavior was 78.99 (%), and there were no statistically significant differences in creative behavior according to the gender variable, age group, educational qualification, specialization, while the results indicated that there were differences according to the number of years of service. The study presented a set of recommendations, the most important of which are: the necessity of working to follow up the strategic plan for NGOs using electronic messages as it paves the way for achieving excellence and creativity in the field of work, the need to hold meetings and workshops with the local community and this helps them determine the needs of the community. (shrink)

Scientific discovery is often regarded as romantic and creative - and hence unanalyzable - whereas the everyday process of verifying discoveries is sober and more suited to analysis. Yet this fascinating exploration of how scientific work proceeds argues that however sudden the moment of discovery may seem, the discovery process can be described and modeled. Using the methods and concepts of contemporary information-processing psychology (or cognitive science) the authors develop a series of artificial-intelligence programs that can simulate the (...) human thought processes used to discover scientific laws. The programs - BACON, DALTON, GLAUBER, and STAHL - are all largely data-driven, that is, when presented with series of chemical or physical measurements they search for uniformities and linking elements, generating and checking hypotheses and creating new concepts as they go along. "Scientific Discovery examines the nature of scientific research and reviews the arguments for and against a normative theory of discovery; describes the evolution of the BACON programs, which discover quantitative empirical laws and invent new concepts; presents programs that discover laws in qualitative and quantitative data; and ties the results together, suggesting how a combined and extended program might find research problems, invent new instruments, and invent appropriate problem representations. Numerous prominent historical examples of discoveries from physics and chemistry are used as tests for the programs and anchor the discussion concretely in the history of science. Pat Langley is an Associate Professor in the Department of Information and Computer Science at the University of California, Irvine.Herbert Simon is a Professor in the Departments of Psychology, Computer Science, and Philosophy at Carnegie-Mellon University. Gary L. Bradshaw is an Assistant Professor in the Department of Psychology and Institute of Cognitive Science at the University of Colorado, Boulder. Jan M. Zytkow is an Associate Professor in the Computer Science Department at Wichita State University. (shrink)