A general account of the Confucian self as either collectivist or relational requires careful examination. This article begins with the major textual resources of the Confucian tradition and then compares this idea of moral expansion with Deweyan ideas of the self and community. By parsing key Confucian terms that comprise the meaning of “being together” and “mutual association,” the author argues that Confucian selves and individuals are fundamentally contextually creative. By comparing the Confucian idea of family with the Deweyan (...) notion of community, the author further supports his argument that the Confucian self is always co-creative with others. Despite the fact that Confucian ethics has long been considered either a kind of virtue ethics or a kind of role ethics, the author argues that Confucian ethics is better viewed as a kind of co-creative ethics, which stems from an ethical theory concerning the co-creative self and other. (shrink)

CHAMELEON is a computational melodic harmonization assistant. It can harmonize a given melody according to a number of independent harmonic idioms or blends between idioms based on principles of conceptual blending theory. Thus, the system is capable of offering a wealth of possible solutions and viewpoints for melodic harmonization. This study investigates how human creativity may be influenced by the use of CHAMELEON in a melodic harmonization task. Professional and novice music composers participated in an experiment where they were asked (...) to harmonize two similar melodies under two different conditions: one with and one without computational support. A control group harmonized both melodies without computational assistance. The influence of the system was examined both behaviorally, by comparing metrics of user-experience, and in terms of the properties of the artifacts that were created between the two experimental conditions. Results suggest that appreciation of the system was expertise-dependent. At the same time, users seemed to adopt more explorative strategies as a result of interaction with CHAMELEON based on the fact that the harmonizations created this way were more complex, diverse, and unexpected in comparison to the ones of the control group. (shrink)

This article is devoted to commune and со-creativity of 21 century. The author considers some aspects of со-creativity in the conditions of information society and active use of the Internet. The analysis of some technologies is presented in article as directions for development of community.

In his essay “Goddesses of the Twenty‐first Century,” R. Buckminster Fuller's use of woman and goddess as metaphor suggests a fruitful source of images illuminating synergetic principles. Using five images, clustered as odyvessel‐matrix, the article suggests an epistemology and a heuristic for connecting the personal‐physical and the universal‐metaphysical. These images are (1) the Egyptian goddess Nut, (2) the Greek earth goddesses, (3) Neolithic Maltese goddess temples, (4) the double spiral, and (5) the Apollo Mission's Earth photographs. These images are intended (...) as transformational synergetic/ecofeminist figures to replace images of deprivation, alienation, and destruction with images of abundance, intimacy, and co‐creation. (shrink)

This article will investigate the issue of accessing benxin 本心 (original mind), subsequent operation from Self and, in that process, union with the greater universe or benti 本体 (original substance)—a state expressed in the West as cosmic consciousness. It is proposed that this allows one to participate as a partner in the creative process of one’s own life and the surrounding world. The equally important question of how to gain contact with original mind will also be addressed, as well (...) as the consequences of doing so with regard to the human condition. The concept of original thought is introduced, being important here as it is held to be that thought which is generated in the pure condition of original mind, devoid of influence from finite physical existence. (shrink)

This paper is a complete student-led, student-edited collective writing project (CWP) conducted virtually in Spring 2022 throughout the course Knowledge Socialism taught by professor Michael Peters for the Faculty of Education, Beijing Normal university. The CWP involves 4 international, 5 domestic Ph.D. students, and 2 senior Western scholars as reviewers, revealing their thoughts, arguments, understanding, and criticisms towards the creative economy status in East Asian countries (Japan and China mostly) higher education as reflected in the knowledge socialism narratives. Xiyuan (...) as the lead author, co-editing with Woraport and Stefan, assigned each section to other authors and successfully devoted themself to organizing, proofreading, and revising the paper. Through a month of collective work, the final version of the paper elaborates on the contribution of East Asian creative universities and the economy as a whole to the knowledge socialism through co(labor)ation, with implications to the creative labors cultivation and shifted roles of students. (shrink)

This article examines the relationship between artificial general intelligence and the image of God. After identifying various models that Christian theologians use to classify or define the imago Dei, particular attention will be given to the ‘created co-creator’ model. Scholars have interpreted this model in different ways, based on the nature of human creative action. This action is seen as either subordinate to divine creation action or the human creative action is truly cooperative with divine creative action. (...) Whether AGI would be made in the image of God in these models is then explored, highlighting the differences between humans as sub-creators versus humans as cooperative co-creators. If human creative action is cooperative, then the question arises as to whether AGI can be made in ‘the image of humanity’. Some elements of this image are explored, and then the discussion turns to whether AGI would be made in ‘the image of humanity’, and if so, could AGI still be made in the image of God?Contribution: The argument concludes by pointing to future work using the various models of imago Dei to help inform the relationship between humans and AGI by briefly mentioning two examples. (shrink)

Marx developed a sophisticated theory of labour under capitalism’s expanding reproduction but wrote little specifically on immaterial labour. This paper reflects on how to build from Marx’s writings a more comprehensive theory of immaterial labour. Integral to this theorisation is bringing in young Marx’s writings on alienation and human nature, and praxis read as the ‘point of knowledge is to change the world’. Integrating the young and mature work into a single perspective that highlights the actively causal dimension of human (...) creativity and knowledge for the making of history critically adds to and thereby transforms the naturalism and structural determinism of orthodox readings of Marx’s Marxism. We relate this theorisation specifically to the project of liberating academic labour from the shackles of its neoliberal containment by making ‘knowledge socialism’. (shrink)

Research on collaborative professionalism may be enriched by inquiries into the lived experiences of teachers. The question of what collaboration is like for teachers has not been taken up widely in the literature. The meaning of collaboration as a coming together of individuals who share, design, and co-create for purposes that are aligned with generative possibilities of producing something new, of understanding something in a novel way, and to combine perspectives, personalities, experiences and expertise, represents a new area for research. (...) This paper presents a phenomenological analysis of teachers’ lived experiences of collaboration. To ask these questions requires an orientation to the lived experience of teacher collaboration. For the purposes of this paper, two themes – collaboration and a creative imaginary, and collaboration and relationality – are described as unique structures of human experience. This research supports the conclusion that research in the field of collaborative professionalism and teacher collaboration may be significantly deepened by inquiries into concrete lived experiences of teacher collaboration. (shrink)

The patient’s home is a common setting for palliative care. This means that we need to understand current palliative care philosophy and how its goals can be realized in home‐care nursing encounters (HCNEs) between the nurse, patient and patient’s relatives. The existing research on this topic describes both a negative and a positive perspective. There has, however, been a reliance on interview and descriptive methods in this context. The aim of this study was to explore planned HCNEs in palliative care. (...) The design was a multiple case study based on observations. The analysis includes a descriptive and an explanation building phase. The results show that planned palliative HCNEs can be described as a process of co‐creating possibilities for the patient to reach vital goals through shared knowledge in a warm and caring atmosphere, based on good caring relations. However, in some HCNEs, co‐creation did not occur: Wishes and needs were discouraged or made impossible and vital goals were not reached for the patients or their relatives. Further research is needed to understand why. The co‐creative process presented in this article can be seen as a concretization of the palliative care ideal of working with a person‐centered approach. (shrink)

To foster research integrity (RI), research institutions should develop a continuous RI education approach, addressing various target groups. To support institutions to achieve this, we developed RI education guidelines together with RI experts and research administrators, exploring similarities and differences in recommendations across target groups, as well as recommendations about RI education using approaches other than formal RI training. We used an iterative co-creative process. We conducted four half-day online co-creation workshops with 16 participants in total, which were informed (...) by the RI education evidence-base. In the first two workshops, participants generated ideas for guidelines’ content, focusing on different target groups and various approaches to RI education. Based on this content we developed first drafts of the guidelines. Participants in the third and fourth workshop refined those drafts. We next organized a working group which further prioritized, reorganized, and optimized the content of the guidelines. We developed four guidelines on RI education focusing on (a) bachelor, master and PhD students; (b) post-doctorate and senior researchers; (c) other RI stakeholders; as well as (d) continuous RI education. Across guidelines, we recommend mandatory RI training; follow-up refresher training; informal discussions about RI; appropriate rewards and incentives for active participation in RI education; and evaluation of RI educational events. Our work provides experience-based co-created guidance to research institutions on what to consider when developing a successful RI education strategy. Each guideline is offered as a distinct, publicly available tool in our toolbox (www.sops4ri.eu/toolbox) which institutions can access, adapt and implement to meet their institution-specific RI education needs.Trial registrationhttps://osf.io/zej5b. (shrink)

Dance is an enjoyable, non-therapy-focused activity that may provide a range of benefits for people with Parkinson’s. The internal simulation of movement through observation, imitation, and imagery, is intrinsic to dance and may contribute to functional improvements for people with Parkinson’s. This study explored the feasibility and potential benefits of a dance program designed by a collaborative team of dance artists, researchers, physiotherapists, and people living with Parkinson’s. The program incorporated motor simulation through observation, imitation and imagery of movement, supported (...) by creative themes, expression, and music. A 6-week pilot trial of the program was conducted with 10 people with Parkinson’s. A focus group following the trial (N= 8) provided insights into the use of imagery, observation and imitation within dance, and the link between creativity and functional outcomes, as well as indicating multidimensional benefits of dance as reported in previous studies. Exploratory outcome measures also suggested potential effects on motor simulation, functional dexterity, and quality of life. The present study demonstrates the feasibility of a co-developed dance program for Parkinson’s and indicates how creative elements of dance may support functional outcomes. Future research should examine the role of motor simulation processes in dance for Parkinson’s, including the potential to develop transferable cognitive-motor skills. This study also highlights the value of collaborative partnerships in designing dance for health programs, which may optimise beneficial effects by using creative approaches to incorporate evidence-based elements, with guidance from individuals with lived experience to ensure the relevance to their goals. (shrink)

E-Co-Affectivity is a philosophical investigation of affectivity in various forms of life: photosynthesis and growth in plants, touch and trauma in bird feathers, the ontogenesis of human life through the placenta, the bare interface of human skin, and the porous materiality of soil. Combining biology, phenomenology, Ancient Greek thought, new materialisms, environmental philosophy, and affect studies, Marjolein Oele thinks through concrete, living places that show the receptive, responsive power of living beings to be affected and to affect. She focuses on (...) these localized interfaces to explain how affectivity emerges in places that are always evolving, creative, porous, and fluid. Every interface is material, but is also "more" than its current materiality in co-creating place, time, and being. After extensively describing the effects of the milieu and community within which each example of affectivity takes place, in the final chapter Oele adds a prescriptive, ethical lens that formulates a new epoch beyond the Anthropocene, one that is sensitive to the larger ecological, communal concerns at stake. (shrink)

BackgroundIn research on co-creation in nursing, a caring manner can be used to create opportunities for the patient to reach vital goals and thereby increase the patient’s quality of life in palliative home care. This can be described as an ethical cornerstone and the goal of palliative care. Nurses must be extra sensitive to patients’ and their relatives’ needs with regard to ethical and existential issues and situations in home care encounters, especially at the end of life.AimThe aim of this (...) study was to explore nurses’ experiences of dealing with ethical and existential issues through co-creation at the end of life in palliative home care.Research design, participants, and research contextThe material consisted of texts from interviews with 12 nurses in a home care context. A hermeneutical approach was used, and the method was inspired by a thematic analysis.Ethical considerationsInformed consent was sought from the participants regarding study participation and the storage and handling of data for research purposes. Ethical permission to conduct the study was given from organizations that participated in this study.FindingsA main theme and four subthemes emerged. The main theme was “Deep co-creative relationships are needed to manage ethical and existential issues at the end of life.” A model was created to display the findings and relations between ethical issues and situations and the need for a deep trustful caring relationship to solve problems in palliative home care.DiscussionTogether, the themes can be considered as a tool for learning and dealing with ethical and existential issues at the end of life in home care. The themes can also be seen as a part of nurses’ ethical competence within this context.ConclusionThe quality of life at the end of life can be improved through co-creation, despite difficult ethical and existential issues. Future research should focus on co-creation from the patients’ perspective. (shrink)

Local development enhances the economic capacity and quality of life of the residents and, in particular, attracts tourism to the area. The co-creative value of the residents and the tourists can improve the consensus of the residents on the sustainable development of the place. This study focuses on the factors influencing the co-creation of value between residents and visitors in the Tamsui area near Taipei. The research hypothesis is based on the components of local attachment, economic benefits brought by (...) tourists, environmental costs, social and cultural welfare of the place, life satisfaction of the residents, and the value of co-creation between residents and tourists. A total of 430 questionnaires were collected through a questionnaire survey and statistical data were analyzed using a structural equation model, including descriptive statistical analysis, measurement reliability and validity verification, model fit, and structural model analysis to validate the research hypotheses. The study found that place attachment positively and significantly affects the economic benefits, environmental costs, and socio-cultural welfare of residents about tourists. Resident satisfaction is positively and significantly affected by the environmental costs from visitors and by socio-cultural welfare, but there is no significant impact from economic benefits. Finally, based on the findings of the study, practical recommendations were made for enhancing co-creation value between Tamsui residents and visitors, including enhancing residents’ feelings of place attachment and construction of local social culture and welfare. For the residents of Tamsui, unlike the local government and enterprises, need to be able to create value with tourists in order to have a friendly relationship with them and develop regional tourism in a sustainable manner. (shrink)

Co-creativity focuses on how individuals produce innovative ideas together. As few studies have explored co-creativity using standardized tests, it is difficult to effectively assess the individual’s creativity performance within a group. Therefore, this study aims to develop a platform that allows two individuals to answer creativity tests simultaneously. This platform includes two divergent thinking tasks, the Straw Alternative Uses Test and Bottle Alternative Uses Test, and Chinese Radical Remote Associates Test A and B, which were used to evaluate their open-and (...) closed-ended creative problem-solving performance. This platform has two modes: single-player mode and paired-player mode. Responses from 497 adults were collected, based on which the fluency, flexibility, and originality of divergent thinking were measured. This study also developed a computer scoring technique that can automatically calculate the scores on these creativity tests. The results showed that divergent thinking scores from computer-based calculation and manual scoring were highly positively correlated, suggesting that the scores on a divergent thinking task can be calculated through a system that avoids time-consuming, uneconomical manual scoring. Overall, the two types of tests on this platform showed considerable internal consistency reliability and criterion-related validity. This advanced application facilitates the collection of empirical evidence about co-creativity. (shrink)

The tendency to idealise artificial intelligence as independent from human manipulators, combined with the growing ontological entanglement of humans and digital machines, has created an “anthrobotic” horizon, in which data analytics, statistics and probabilities throw our agential power into question. How can we avoid the consequences of a reified definition of intelligence as universal operation becoming imposed upon our destinies? It is here argued that the fantasised autonomy of automated intelligence presents a contradistinctive opportunity for philosophical consciousness to understand itself (...) anew as holistic and co-creative, beyond the recent “analytic” moment of the history of philosophy. Here we introduce the concept of “crealectic intelligence”, a meta-analytic and meta-dialectic aspect of consciousness. Intelligent behaviour may consist in distinguishing discrete familiar parts or reproducible functions in the midst of noise via an analytic process of segmentation; intelligence may also manifest itself in the constitution of larger wholes and dynamic unities through a dialectic process of association or assemblage. But, by contrast, crealectic intelligence co-creates realities in the image of an ideal or truth, taking into account the desiring agent imbued with a sense of possibility, in a relationship not only with the Real but also with the creative sublime or “Creal”. (shrink)

There has been a long-standing controversy in the context of language evolution on whether the original function of human language was internal thought or external communication. However, given the fact that language clearly serves both functions, internalization and externalization must have been co-evolutionarily acted in the emergence of human language. This article proposes a theoretical hypothesis about this co-evolutionary relationship of internalization and externalization, which especially explains the emergence of the human lexicon. To discuss the evolution of language from a (...) comprehensive perspective, this article proposes a promising model that integrates two approaches with different standpoints: generative grammar and cognitive linguistics. This paper also examines the definition and nature of the lexicon and lexical items based on this integrated model. The hypothesis presented here demonstrates that the co-evolutionary work of internalization and externalization has been involved in two processes in the development of the lexicon: the establishment of syntactic objects (lexical items) and the improvement of creativity responsible for the expansion of lexicon size. The main conclusion is that these processes have formed a positive feedback loop and provided our lexicon with complex and unique properties. (shrink)

So-called ‘new materialism’ enables feminist theorists to emphasize the agential quality of matter, thereby challenging the notion that matter, particularly the biological body, is passive and inert – a notion that is gendered given the traditional association of passive matter with the feminine. While appreciating the materialist turn increasingly evident in feminist theory, Claire Colebrook warns feminist thinkers against an uncritical appeal to the vitalist tradition, which continues to privilege action, creativity and productivity over that materiality which remains unactualized potential. (...) After outlining the new materialist re-conception of matter, this paper considers the idea of a ‘passive vitalism’, which Colebrook develops in light of Gilles Deleuze and Felix Guattari's co-authored works. This paper shares Colebrook's contention that the new materialist emphasis on the agency of matter simply extends the model of the human person to the rest of nature. However, the final part of this paper begins to indicate how a theological materialism is able to affirm both the agency and patiency of matter in ways that challenge the view that the avowal of divine transcendence is inevitably opposed to the integrity of material immanence. (shrink)

Cognitive sciences have been interminably in search for a consistent philosophical framework for the description of perceptual phenomena. Most of the frameworks in usage today fall in-between the extremes of constructivism and objective realism. However, whereas constructivist cognitive theories face difficulties when attempting to explain the experiential commonality of different cognitive entities, objectivistic theories fail in explaining the active role of the subject in the formation of experiences. This paper undertakes to compare and eventually combine these two major approaches to (...) describing cognitive phenomena. It is argued that constructivist explanations inevitably refer to a `hidden' ontological source of experience, and that a compromise between the constructivist and realistic standpoints presents a natural basis for understanding cognitive phenomena. A view of all experiences as co-created through an interplay between a constructivist creativity and a realistic source of perceptual stimuli is proposed. A middle ground between the hardly compatible constructivist and objectivistic approaches to experiential realities is proposed from the standpoint of experiential co-creation. Traditionally divided, idealistic and realistic philosophical stances may thus become merged into a single consistent epistemological framework. Many favorable cognitive and psychosomatic consequences may arise from acknowledging the balance between `inner' and `outer' creativity proposed by the co-creational thesis. (shrink)

Meet Tega. Blue, fluffy, and AI-enabled, Tega is a relational robot: a robot designed to form relationships with humans. Created to aid in early childhood education, Tega talks with children, plays educational games with them, solves puzzles, and helps in creative activities like making up stories and drawing. Children are drawn to Tega, describing him as a friend, and attributing thoughts and feelings to him ("he's kind," "if you just left him here and nobody came to play with him, (...) he might be sad"). Scholars and members of the public alike have raised the alarm about relational robots, worrying that the relationships that people, and especially children, form with such robots are objectionably inauthentic. We, members of an interdisciplinary team that developed and studies Tega, make this inauthenticity worry precise and offer practical recommendations for addressing it. We distinguish two kinds of (in)authenticity -- inauthenticity as unreality, and inauthenticity as deception -- arguing that neither is just what others have thought it is. With our distinction in hand, we argue that the authenticity concern can be met only through co-design methods -- methods that give stakeholders of all kinds (e.g. parents, educators, and children themselves) a genuine say in how relational robots are built. (shrink)

A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective thinking (...) in schools and teacher training, and offers dialogical methods through the philosophy of Martin Buber, Emanuel Levinas and Paulo Freire. The program encourages adopting principles proposed by Martin Buber (1947, 1957, 1959), who perceived education as a dialogue among people whose humanity is fully manifested in its reciprocity. This is an unequivocal stance, maintaining that neither skillful technique nor exciting contents can replace the experience of the spontaneous, authentic concrete presence of the educator’s personality. The dialogic dimension of the program draws its significance from the principle of responsibility, as expressed by Emanuel Levinas (2003). It is based on the idea that the human being, as a speaking subject, does not place himself/herself in the center, but turns to the other. This committed attitude of the other must be expressed in education action, in clothing the naked and feeding the hungry as expressed by Paulo Freire (1973). These principles implemented in teacher education and teacher training requires active listening, a capacity to be response-able to environment in which teachers are situated and it seeks to uncover assumptions, reflect on concepts in use and assist the new teacher to be involve on a philosophical inquiry, as well as situating self-understanding in the context of philosophy of education. (shrink)

The claim of this paper is to argue contra Waluchow’s and Raz’s versions of legal positivism – as main representatives of the inclusive and exclusive variants – that legal interpretation always requires an appeal to law’s rea- son or purpose. The main thesis could be expressed as follows: one technique of legal interpretation (the author labels it as systematical), one that demands that the interpreter interprets the law through its general pur- poses in legal practice, is not one technique amongst (...) many, it is necessary in all legal interpretation.The second purpose of the paper is to argue that this systematic approach towards legal interpretation enables an evaluative role on the part of the interpreter that may be called “interpretative creativity”. Due to this, the creative role in legal interpretation is not an exception, but a necessary element in all interpretation. This creative role is not a defect or an inevitable evil in law, but is functional and instrumental to law’s coordinating activity of citizen’s conducts in a reasonable manner.Resumen:Este trabajo se propone mostrar, en contraposición al positivismo jurídico de Wilfrid Waluchow y Joseph Raz —como representantes, respectiva- mente, de la versión incluyente y excluyente del positivismo contemporáneo—, que la interpretación jurídica supone atender siempre, y no de modo excepcional o recortado, a las razones o fines del derecho. La expresión metodológica de esta tesis podría enunciarse diciendo que la interpretación teleológica-sistemática, mediante la cual el intérprete determina el sentido de las normas a la luz de los fines globales de la práctica jurídica, no es un método interpretativo más, sino el modo necesario de toda interpretación jurídica.El segundo propósito de este trabajo es argumentar que la dimensión teleológica sistemática de la interpretación abre un espacio para la valoración por parte del intérprete que podría denominarse, “creatividad interpretativa”. Por esto mismo, la creatividad en la interpretación jurídica no es una excepción, sino una nota general y necesaria de toda interpretación. Se intentará mostrar, por último, que esta creatividad interpretativa no es un defecto o un mal inevitable del derecho, sino que es funcional o instrumental a la función del derecho de coordinar conductas de modo razonable. (shrink)

The kernel of this chapter has been lodged in my mind since I was a graduate student at Fordham. As I studied the work of Charles Sanders Peirce and Alfred North Whitehead I was continually struck by the numerous points of conver-gence between their respective projects. Unlike other pragmatists, both of these mathematically trained philosophers were interested in constructing a specula-tive philosophy that rejected the reductive, mechanistic accounts of nature. Instead, both Peirce and Whitehead described an emergent, evolutionary cos-mos that (...) was moved by love. Given these and other deep points of conver-gence, I was, and remain, mystified by Whitehead’s nearly complete lack of discussion of his fellow mathematician’s work.1 Here is how I proceed. First I present a brief exposition of the relevant as-pects of Peirce’s and Whitehead’s systems, focusing in particular on their ac-counts of the developmental role of love. Given this backdrop, I then proceed to consider what Peirce and Whitehead might learn from each other. More specifi-cally, considering the metaphysical nature and role of both local and cosmolog-ical forms of teleology in their respective systems, I suggest that certain short-comings in each philosopher’s conception of teleology are at least partially rem-edied by the others. Finally, wanting not merely to think about, but also to think with Peirce and Whitehead, I consider what their conceptions of creative love may have to offer in contemporary debates at the frontiers of evolutionary biology. (shrink)

After its proliferation as a primarily psychological term in the literature of the late 1960s, creativity has since advanced to a core notion also for sociology. The first part of the paper tackles “the creativity narrative” according to three paradigmatic readings brought forward by Luc Boltanski and Ève Chiapello, Maurizio Lazzarato, and most recently Andreas Reckwitz. Despite the insightful accounts that those readings provide concerning the entanglement of creativity to capitalist ways of production, the practical consequences they offer regarding how (...) to contest this entanglement are debatable. Therefore, in the second part of the article a fourth understanding of creativity is invoked that was proposed by Cornelius Castoriadis. As argued, the radicality of this concept lies in defining creativity as a mode of production of the subject’s psyche as a collective co-existence from which broader, necessarily collective practices can be derived.Après sa prolifération en tant que notion psychologique dans la littérature des années 1960, la créativité est aussi devenue une notion fondamentale pour la sociologie. La première partie de l’article aborde le « récit de la créativité » à partir des trois lectures paradigmatiques proposées par Luc Boltanski et Ève Chiapello, Maurizio Lazzarato et, plus récemment, par Andreas Reckwitz. Malgré le fait qu’elles éclairent de manière signi????icative l’enchevêtrement de la créativité aux modes capitalistes de production, les conséquences pratiques que ces lectures tirent sur les contestations possibles de cet enchevêtrement sont sujettes au débat. C’est pourquoi, dans la deuxième partie de ce texte, une quatrième compréhension de la créativité est proposée à partir de Cornelius Castoriadis. La radicalité de ce concept repose sur sa dé????inition en tant que mode de production du psychisme du sujet compris en tant que co-existence collective, à partir de laquelle des pratiques plus larges et nécessairement collectives peuvent découler. (shrink)

The importance of cultivating creativity in language education has been widely acknowledged in the academic literature. In this respect, digital technologies can play a key role in achieving this endeavour. The socio-cultural conceptualization of creativity stresses the role of communication, collaboration and dialogical interaction of creative expression in language education. The objective of this paper is to study the literature focusing on cases of collaborative creativity and technology embedded in language education. To this end, we carry out a systematic (...) revision of state-of-the-art literature consisting of 26 blind peer-reviewed empirical studies selected from several databases that address our main research question, namely, which specific roles and forms of digital technology can be identified in the existing literature that support collaborative creativity in language education. Results show that the features of digital technology unfold a range of learning opportunities in language education and can play three different roles in promoting collaborative creativity: as a tutoring device that guides the implementation of key co-creation skills; as a tool that enables and shapes the development of co-creative thinking skills; and as a medium that creates rich and resourceful environments to stimulate the emergence of collective creative processes. The paper also reveals that these three roles can be performed using a wide range of interactive technologies that encourage students to participate in a rich, co-creative language learning experience and equip learners with key competences to approach complex problems in a globalised and hyper-connected world. Finally, this paper may contribute to developing future language technology-enhanced learning projects capable of promoting key collaborative and creative processes. (shrink)

This article explores some of the key dynamics of the UK fashion sector as an example of a post-industrial, urban based, cultural economy comprising of a largely youthful female workforce. It argues that the small scale, independent activities which formed the backbone of the success of British fashion design as an internationally recognized phenomenon from the mid 1980s to the mid 1990s, represented a form of female self-generated work giving rise to collaborative possibilities and co-operation. However without an effective lobby (...) or association (despite the expansion of the fashion media) and under conditions of rapid individualization and in an increasingly harsh climate of neo-liberalization, this creative economy has been overtaken and virtually demolished by the joint forces of a re-vitalized high street fashion culture and the aggressive presence of corporate fashion (‘Prada-ization’). While the UK government celebrates the growth of the cultural economy, it also overlooks the processes making the livelihoods of its predominantly female workforce either untenable or else requiring de-specialization and ‘multi-tasking’. (shrink)

ABSTRACT Perpetuation of privileged norming in organizations threatens the fragile hope that the theory and practice of professionalism can evolve alongside commitments to equity and inclusion. Uncritical engagement with a normative professionalism can lead to the muting of differences and strengths that diverse standpoints offer to professional communities. We look to the field of Medicine as an example for other professional groups, in which experts have criticized its development of a normative professionalism shaped by, retaining, and sustaining privilege. Using a (...) triad of case studies and co-cultural theory, we suggest that non-dominant perspectives and behaviors ought to be better recognized and welcomed as part of professionalism discourse, and that professional education ought to include co-cultural awareness of communication behaviors and their function as identity performance. We suggest that recognizing and reinforcing accommodation behaviors will lead to a more robust inclusivity for an evolving normativity, and that the wisdom habits of curiosity, perspective, love of learning, judgment, and creativity must be brought to bear on improving co-cultural dialogue, dismantling systemic privilege, practicing attributional complexity, and building genuinely dialogic professional communities rather than depersonalized collectives. (shrink)

The distinguishing characteristic of complex co-evolving systems is their ability to create new order. In human systems this may take the form of new ways of working or relating, new ideas for products, procedures, artefacts, or even the creation of a different culture or a new organizational form. This article will explore the creation of new order using the principles of complexity and the concepts of creativity and innovation. It will argue that innovation can be facilitated by an enabling environment (...) based on the logic of complexity and describe how one organization (the Humberside Training and Enterprise Council) co-created an innovative environment and changed its culture, ways of working, thinking, and relating. (shrink)

Linguistic creativity is the ability to understand indefinitely many previously unencountered sentences. In this paper, I compare Chomsky’s and Ricœur’s contrasting conceptions of this ability, in particular, their divergent views of nonsense. With nonsense, it seems as if syntax is outrunning semantics. Chomsky took this to show that syntax is autonomous of semantics. I propose a reading of Ricœur’s work on metaphor whereby Chomsky’s thesis is modified so that syntax and semantics are declared to be ultimately co-extensive notions.

Every year, the Vietnamese people reportedly burned about 50,000 tons of joss papers, which took the form of not only bank notes, but iPhones, cars, clothes, even housekeepers, in hope of pleasing the dead. The practice was mistakenly attributed to traditional Buddhist teachings but originated in fact from China, which most Vietnamese were not aware of. In other aspects of life, there were many similar examples of Vietnamese so ready and comfortable with adding new norms, values, and beliefs, even contradictory (...) ones, to their culture. This phenomenon, dubbed “cultural additivity”, prompted us to study the co-existence, interaction, and influences among core values and norms of the Three Teachings –Confucianism, Buddhism, and Taoism–as shown through Vietnamese folktales. By applying Bayesian logistic regression, we evaluated the possibility of whether the key message of a story was dominated by a religion (dependent variables), as affected by the appearance of values and anti-values pertaining to the Three Teachings in the story (independent variables). Our main findings included the existence of the cultural additivity of Confucian and Taoist values. More specifically, empirical results showed that the interaction or addition of the values of Taoism and Confucianism in folktales together helped predict whether the key message of a story was about Confucianism, β{VT ⋅ VC} = 0.86. Meanwhile, there was no such statistical tendency for Buddhism. The results lead to a number of important implications. First, this showed the dominance of Confucianism because the fact that Confucian and Taoist values appeared together in a story led to the story’s key message dominated by Confucianism. Thus, it presented the evidence of Confucian dominance and against liberal interpretations of the concept of the Common Roots of Three Religions (“tam giáo đồng nguyên”) as religious unification or unicity. Second, the concept of “cultural additivity” could help explain many interesting socio-cultural phenomena, namely the absence of religious intolerance and extremism in the Vietnamese society, outrageous cases of sophistry in education, the low productivity in creative endeavors like science and technology, the misleading branding strategy in business. We are aware that our results are only preliminary and more studies, both theoretical and empirical, must be carried out to give a full account of the explanatory reach of “cultural additivity”. (shrink)

A Christian worldview entreats humans to live in ethical relationship with the natural world; our current ecological crisis makes that call of crucial and immediate importance. If humans, and Christians in particular, are to adequately participate in care for creation, then we must proceed with both ecological and theological knowledge about the natural world. In both scientific and theological analyses, we uncover not only creative processes of growth, but elements of chaos and destruction. The carbon cycle, food webs, and (...) evolution are examples of where the earth’s survival depends upon destructive processes. In parallel fashion, God’s activity in Scripture also entails chaos and destructive activity, such as the flood in Genesis, the wisdom of the Book of Job, and Paul’s reflection on creation in Romans. This article argues that humans, called to be co-creators with God, thus need to integrate destructive activity into our framework of what it means to “cocreate,” thereby participation in creation in a more holistic manner. Far from unleashing unrestricted destruction on the world, such a framework offers ethical guidelines for destroying and creating in ways that support the overall flourishing of the natural world. (shrink)

The human history relates to the history of communication, which has also been a co-driver of human development. Communication integrates the knowledge, organization and power of a society.Today, there is an increasing debate over the importance of politicians' mutual communication, communication with voters and the media, the role of public relations in politics, and communication with the civil society. Thus, political communication and the creative use of the media remain the essential component of any individual involved in politics or (...) even of a political group.In this study, political communication in North Macedonia is presented in the context of political efforts into the integration process in European Union (EU), by observing all the stages within the process so far. From the content and the issues addressed, it is clear that policymakers face the challenges of communication (as is the case in many countries aspiring the European integration).In this paper, the premises of genuinely political communication strategy are analyzed separately, assessing them in the context of the political communication theory. It will be shown that successful communication is an important tool for convincing citizens that EU provides a better quality of life and work. (shrink)

The nature of craft creativity has often been ignored in research which focuses on innovative and novel ideas and thought processes. This view of creativity casts the repetitive nature of craft as antithetical to the disruptive nature of genuine creativity. Drawing on combined enactivist and pragmatist accounts of habits and on a focused cognitive ethnography of a wooden bowl turner, this paper explores the nature of the constraints wrought by habitual action. Habitual action will be shown to be less repetitive (...) than may be initially assumed because of the uncertainty inherent in working with both the wood which forms the initial material and the tools necessary to transform it. Rather, this paper proposes habitual learned movements as an important concept in a pragmatist-informed theory of creativity since they mark the skilled co-ordination of material, tool and maker, at once constraining and enhancing the creative craft process. (shrink)

PurposeBased on social exchange theory, this study aimed to investigate, from the cost-benefits perspective, the intention to co-create open educational resources.Design/Methodology/ApproachParticipants in the study included 311 undergraduate students selected from those enrolled in a course on the China University MOOC platform. Regression analysis was conducted to examine cost and benefits factors that influenced participants’ intentions to co-create OER.Findings From the perspective of benefits, expected reciprocity, increase in knowledge self-efficacy, and creative self-efficacy were found to significantly and positively impact the (...) intention to co-create OER, while increase in internet self-efficacy was not. From the perspective of cost, perceived effort and perceived privacy were found to significantly and negatively impact the intention to co-create OER, while perceived intellectual property risks were not significant.Originality/ValueThree strategies are recommended to promote the intention to co-create OER based on the findings of this study: focusing on OER communities and developing reciprocity norms; popularizing and promoting knowledge and use of Creative Commons copyright licenses; providing easy-to-use online resource editing tools for use with OER repositories.Research Limitations/ImplicationsFuture research should explore other ages, cultural backgrounds, and types of online learning experience to help broaden the universality of the results. (shrink)

Employee creativity is the foundation of organizational competitiveness, and it is also the important theme of creativity research. Based on the knowledge graph theory, this article uses the Citespace software to conduct a bibliometric analysis of 1,168 importance literature from the Web of Science and draws the co-citation and co-word clustering knowledge graph to explore research hotspots and trends of employee creativity. The research found that: First, the research on the connotation, dimensions, and behavior of employee creativity is still in (...) the initial stage; second, the research on the psychological, behavioral, and management factors that affect employee creativity is the key content of common concern; and third, it needs to comprehensively consider relevant factors from the combination of individuals, groups, and organizations about employee creativity research. On this basis, this article proposes the main directions for future research. (shrink)

In this essay, I argue that a genius's creation consists of a special unity of free human activity and nature, whereby ‘nature’ signifies not just another aspect of, but rather something that transcends, creative subjectivity. This interpretation of a genius's creative process throws a new light on a special normative status of a genius's rule, i.e. its originality and exemplarity. With respect to the former, I demonstrate that because the organizing principle of the works of genius remains inscrutable (...) to our limited human understanding, a work of genius appears to the observer's limited cognitive capacities as undetermined and, hence, as contingent and original. With respect to the latter, I show how a genius must evolve within the context of her own tradition and how this ‘humbleness’ of a genius still allows for a multiplicity of co-existent schools or genres with their own distinct standards of excellence. -/- http://journals.cambridge.org/abstract_S1369415411000343. (shrink)

Family-focused community education implies a relational pedagogy, whereby people of different ages and experiences, including children, engage interdependently in the education of selves and others. Educational projects grow out of lived experiences and relationships, evolving in dynamic conditions of community self-organisation and self-expression, however partial and approximate, as opposed to habitual and repetitive actions. In developing educational activities through radical listening, community educators aim to reflect the character of the neighbourhood and build on local knowledge and expertise. The paper reports (...) on ways in which one community school invited, encouraged and supported children as co-educators through projects that promoted collaborative leadership and unfolded, rather than being delivered through planned and scripted lessons. These were creative projects of cultural significance, characterised by attentive listening and aiming to promote intergenerational conversation. Through such transformative projects children emerged as educators by acting as catalysts of change, as cultural producers and as conversationalists, as did their parents and other members of the school community. The paper concludes that community co-education ideas should be re-visited to breathe new life into educational and social actions today. (shrink)

Context: Radical constructivism (RC) is seen as a fruitful way to teach innovation, as Ernst von Glasersfeld’s concepts of knowing, learning, and teaching provide an epistemological framework fostering processes of generating an autonomous conceptual understanding. Problem: Classical educational approaches do not meet the requirements for teaching and learning innovation because they mostly aim at students’ competent performance, not at students’ understanding and developing their creative capabilities. Method: Analysis of theoretical principles from the constructivist framework and how they can be (...) used as a foundation for designing a course in the field of innovation. The empirical results are based on qualitative journal entries that were coded and categorized according to Charmaz’s grounded theory approach. Results: It is shown that there is a close relationship between learning and innovation processes. The proposed investigated course design based on RC incorporates the following concepts: the course setting is understood as a framework to guide understanding; students work in teams and are subjective constructors of their own knowledge; instructors take on the role of coaches, guiding students through an innovation process as co-creators. Such a framework facilitates dynamic processes of assimilation and accommodation, as well as perturbation through the “other,” which potentially lead to novel, and viable, conceptual structures crucial for sustainable innovation. Constructivist Content: The paper argues in favor of RC principles in the context of teaching and learning. The proposed course setting is oriented at von Glasersfeld’s understanding of knowing, learning, and teaching (vs. training. It outlines theoretical and practical aspects of these principles in the context of a course design for innovation. Furthermore, it shows the importance of von Glasersfeld’s concept of intersubjectivity for processes of accommodation and the generation of (novel) autonomous conceptual structures. The interplay between creating coherence, perturbation, and irritation through interacting with the “other” (in the form of co-students and instructors) is assumed to be vital for such processes, as it leads to the creation of not only novel but also viable conceptual structures, therefore re-establishing a relative equilibrium critical for sustainable innovation. (shrink)

Observing dance improvisation provides a unique opportunity to understand how people collaborate together while creating. It is an opportunity to consider how new ideas appear, not simply from the internal processes of a single creator but rather from the interactions between the minds, bodies and the environment acting on and between a group of improvising dancers. Improvisational scores served in this study as a laboratory into group creativity. Using a video-stimulated recall method, which asks dancers to reflect upon their own (...) processes just after completing the score, I explored the interdependency between meta-cognitive strategies such as imagery and sense awareness, group processes, the role of others in one’s own creative processes, and interactions between bodies and with the environment. As a result I describe how dancers build together a common improvisational space, which allows them to co-create and share their ideas mostly in non-verbal, non-propositional ways. I discuss the co-agency of such a process, showing that intentionality is distributed between dancers at each moment of improvisation and that they are mainly focused on supporting the ideas of others. I also discuss the medium of the body and the embodied response as central to dance improvisation practice. (shrink)