Suchergebnisse

In this conference essay, we reflect on a sandpit, organized by the AHRC Everyday Creativity Research Network on the theme of place-making and everyday creativity. We begin by introducing the Everyday Creativity Research Network and the problems faced in defining everyday creativity, which was a key objective of this sandpit. We then discuss the program and major themes identified during the event. We distinguish between the concepts of "space" and "place," with particular consideration into how these concepts shape policies on everyday creativity. "Spaces of opportunity" is proposed in this context as a potential term that offers a framework to understand subjective and collective uses of creativity. We also identify constraints that hinder everyday creativity, including limitations on resources and lack of access. We explore how present models of creative initiatives are restricted by bureaucratic procedures that necessitate a focus on output as a measure of impact. We conclude by reflecting on future actions for this Network to propose alternative models of creative initiatives that encourage everyday creativity in a way that minimizes judgments and barriers while respecting local understandings of creativity.

This chapter investigates the relationship between physical space and processes of creative thinking and action. The authors build on organizational and sociological literature about social space and aesthetics, then illustrate how the latter two aspects influenced each other in five action experiments. Small mixed groups explored how they would use a studio to facilitate social innovation and to strengthen the link between the Max Stern Jezreel Valley College in Israel and the surrounding communities. Analysis of the video recordings identified seven configurations of social space that changed over time as the participants engaged in the task. The authors suggest that the undifferentiated and unencrusted nature of the space was both a source of uncertainty and potential for the participants. Some groups generated more innovative processes and products than others. The study also offers insights into the importance of embodied action and verbal discourse in innovative processes.

The term "creative aging," in the broadest sense, describes an aging policy idea that focuses on highlighting the creativity of older adults in order to prepare individuals and communities to manage old age. Programs focus on the evolution of creativity over the lifespan and aim to provide meaningful participatory engagement, especially through the arts.

The UK Arts Council subsidization & encouragement of the arts must fit within the fine line of "facilitating, rather than controlling, enabling rather than patronizing." The arts are a powerful force in civil society & of economic importance because of their place in the global economy driven by new information technologies. The community arts movement has recognized that enjoyment of the arts, once confined to the educated & wealthy, must reach the general population. Maintaining competitiveness means stimulating creativity within all UK citizens, but subsidization of amateur & community-based culture increases the danger of encroaching on its voluntary character. A "lighter regulatory touch" may involve technology & education. Participation in the growing power of the technologies can encourage interactive relationships & creative engagement in the arts. Giving greater space in the educational curriculum for creativity is necessary for economic competitiveness & the formation of participative citizenship. L. A. Hoffman

This book is the culmination of the COST Action CA15212 Citizen Science to Promote Creativity, Scientific Literacy, and Innovation throughout Europe. It represents the final stage of a shared journey taken over the last 4 years. During this relatively short period, our citizen science practices and perspectives have rapidly evolved. In this chapter we discuss what we have learnt about the recent past of citizen science and what we expect and hope for the future.

The shaping of creative economy is particularly important for development of cities and regions. This process can be analyzed in conjunction with changes in work and leisure time and their place in the human life cycle. This article aims to approximate the main features of: contemporary position of elderly people, creative ageing policy, benefits from seniors creativity and controversies linked to this concept. This essay also indicates the patterns of recommendations and activities in development of services for older people which may be the subject of further in-depth research. These examples exist in: (1) documents and strategic programs, (2) the activities of network organizations and (3) the activities of urban cultural and artistic institutions.

The public interest is a syntagm frequently used to account for the projects and the actions of the local government authorities. The study analyses the way local elected officials relate to the content and the meaning of this concept. The quality of the social dialogue, the duality of the public life, the referential models of public policies are some sources of the gap between the administrative agenda and the citizens 'agenda. Accepting the public interest as a guiding rule in designing the activities for the community welfare involves adjusting both the ambitions of the politicians and the social and economic pressures. The representation of the public interest requires temporary compromise, transparent decisions, based on evidence, innovation and creativity.

The Accelerated Schools Project is a national movement of elementary and middle schools committed to the goal of accelerating the achievement of diverse students through the transformation of schools into centers of creativity, critical thinking and powerful learning. Founded over 15 years ago, the Project now extends across 41 states and includes over 700 schools with formal affiliations. The movement is operated in a highly decentralized manner; the National Center is located at the University of Connecticut and twelve regional centers support project development, implementation, and monitoring. In addition, several State Departments of Education have adopted the Project as a process für school transformation, and the Project operates as a pilot effort in Austria, Australia, Hong Kong, and Brazil. This chapter will describe the Accelerated Schools Project and highlight recent efforts to conduct internal assessments of individual schools and third-party evaluations of the movement as a whole. (DIPF/Orig.).

This chapter traces Oakeshott's inquiry on human knowledge in relation to the impacts of rationalism on human knowing which the philosopher characterized as a type of mental infection & belief about knowledge that has progressively infected European life & politics since the early seventeenth century. Rationalism's separation of intellect & will corrupts through a politics of perfection, transforming everything into doctrine. Rationalism has reduced education, morality & religion to skill training rather than to creativity, the pursuit of happiness rather than reflection, & corruption stemming from ideas detached from the flow of activity. Oakeshott & the rationalist differ further in the location of discontents of their civilization: an Oakeshottian perspective on discontents claims they form the transitory character of human life is in contrast to the rationalist claims that discontent is a response to the present arrangements of society leading to change. Rationalist projects' detachment from experience suppresses human understanding of the accumulated tradition of things, & misleads through overblown expectations of future benefits. 3 References. J. Harwell

The author of this chapter defines the tension within Oakeshott's philosophy on socio-political construction & deconstructs his conceptualization of constructivism & relativism in relationship to truth. Although Oakeshott's philosophy can relate to a strong constructivism, his anti-rationalism & conceptualization of truth preclude his acceptance of the "rational" constructivist political agenda. Various philosophers' views on truth (Hacking, McCullagh, Sellars, Goldman) are applied as problematizations of Oakeshott's worldview. Oakeshott's ambiguous relativism is recognized to have a misplaced skepticism & inconsistent relativism (Podoksik) emanating from the irreducible pluralism based on the distinct spheres of knowledge generated by separate domains of modes. The severe critiques of the sociological arenas of politics, education & science exemplify this misplacement. The irreducible plurality of his modes (science, history) require different methods of inquiry to produce knowledge, thus forbidding cross disciplinary commonalities leading to an assumption of coherentism that should direct Oakeshott to relativism. But, reciprocal relations between conceptual creativity & nature are excluded by his separation of modal knowledge. 60 References. J. Harwell

The final chapter of this book clarifies the poetic character of human existence through a reconstruction of Oakeshott's critique of modern rationalism related to mediated experience. In the essays from "Modern Rationalism & Other Politics," Oakeshott contrasts "modern rationalism" as a belief that all real knowledge is technical knowledge susceptible to formulation, capable of universal application against his conceptualization of the fluidity of knowledge. By drawing on M. B. Foster's critique of the Platonic view of artistic creation, Oakeshott builds an argument for a simultaneous & fluid creativity. But, Oakeshott's idealism regarding the human desire for unified experience is in tension with the separated modalities of experience. Rationalism tips the balance even further in an overestimation of the role of conscious intellect in activity, & ruptures the fluidity of action by breaking down into discrete accessible steps what is spontaneously done by adepts. The poetic experience opposes rationalist consciousness by the simultaneous arising of form & content that are equally important & inseparable. 7 References. J. Harwell