Creativity Creativity is a phenomenon whereby something new and somehow valuable is formed, such as an idea, a scientific theory, an invention, a literary work, a painting, a musical composition, a joke, etc. Scholarly interest in creativity involves many definitions and concepts pertaining to a number of disciplines: psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, songwriting, and economics, covering the relations between creativity and general intelligence, mental and neurological processes, personality type and creative ability, creativity and mental health; the potential for fostering creativity through education and training, especially as augmented by technology; and the application of creative resources to improve the effectiveness of teaching and learning. Definition[edit] Aspects[edit] Etymology[edit] History of the concept[edit] Ancient views[edit] The Enlightenment and after[edit] J. J.
Convergent and divergent production Convergent and divergent production are the two types of human response to a set problem that were identified by J.P. Guilford (1967). Guilford observed that most individuals display a preference for either convergent or divergent thinking. Others observe that most people prefer a convergent closure.[citation needed] As opposed to TRIZ or lateral thinking divergent thinking is not about tools for creativity or thinking, but a way of categorizing what can be observed. Divergent thinking[edit] According to J.P. There is a movement in education that maintains divergent thinking might create more resourceful students. Divergent production is the creative generation of multiple answers to a set problem. Critic of the analytic/dialectic approach[edit] While the observations made in psychology can be used to analyze the thinking of humans, such categories may also lead to oversimplifications and dialectic thinking. References[edit] Guilford, J. (1967). See also[edit]
Absent-minded professor From Wikipedia, the free encyclopedia Stock character in film The absent-minded professor is a stock character of popular fiction, usually portrayed as a talented academic whose academic brilliance is accompanied by below-par functioning in other areas, leading to forgetfulness and mistakes. Examples of real scholars[edit] The archetype is very old: the ancient Greek biographer Diogenes Laërtius wrote that the philosopher Thales walked at night with his eyes focused on the heavens and, as a result, fell down a well.[1] Thomas Aquinas,[2] Isaac Newton,[3] Adam Smith, André-Marie Ampère, Jacques Hadamard, Sewall Wright, Nikola Tesla, Norbert Wiener, Archimedes, Pierre Curie[4] and Albert Einstein[3] were all scholars considered to be absent-minded – their attention absorbed by their academic studies. Fictitious examples[edit] See also[edit] References[edit] External links[edit]
First principle Basic proposition or assumption In philosophy and science, a first principle is a basic proposition or assumption that cannot be deduced from any other proposition or assumption. First principles in philosophy are from first cause[1] attitudes and taught by Aristotelians, and nuanced versions of first principles are referred to as postulates by Kantians.[2] In mathematics and formal logic, first principles are referred to as axioms or postulates. In physics and other sciences, theoretical work is said to be from first principles, or ab initio, if it starts directly at the level of established science and does not make assumptions such as empirical model and parameter fitting. In a formal logical system, that is, a set of propositions that are consistent with one another, it is possible that some of the statements can be deduced from other statements. A first principle is an axiom that cannot be deduced from any other within that system. Ancient Greek philosophy [edit] Mythical cosmogonies
Divergent thinking Divergent thinking is a thought process or method used to generate creative ideas by exploring many possible solutions. It is often used in conjunction with its cognitive opposite, convergent thinking, which follows a particular set of logical steps to arrive at one solution, which in some cases is a ‘correct’ solution. By contrast, divergent thinking typically occurs in a spontaneous, free-flowing manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected connections are drawn. After the process of divergent thinking has been completed, ideas and information are organized and structured using convergent thinking. Traits associated with divergent thinking[edit] Psychologists have found that a high IQ (like Albert Einstein) alone does not guarantee creativity. Promoting divergent thinking[edit] Playfulness and divergent thinking[edit] Effects of sleep deprivation on divergent thinking[edit] 1.
Alcohol Benefits the Creative Process Creative thought is something we often aspire to. Whether it’s in terms of artistic products, scientific discoveries, or business innovations, creative accomplishments drive advancement in much of what we do. But what sorts of things enhance creativity ? A popular belief is that altered cognitive processing, whether from sleep , insanity, or alcohol use, sparks creativity among artists, composers, writers, and problem-solvers. Why might being intoxicated lead to improved creativity? Think about the flip side of the coin. When people with lots of baseball knowledge, for example, are asked to come up with a word that forms a compound word with “plate,” “broken,” and “shot,” they are pretty bad at this task. So, could being intoxicated really help people to think more creatively? They recruited people (ages 21-30) who drank socially, via Craigslist, to come into their lab and, well, they got some of them drunk. For more on the link between brain power and performance, check out my book .
Abstract and concrete Metaphysics concept covering the divide between two types of entities Abstract objects are most commonly used in philosophy and semantics. They are sometimes called abstracta in contrast to concreta. The term abstract object is said to have been coined by Willard Van Orman Quine.[5] Abstract object theory is a discipline that studies the nature and role of abstract objects. It holds that properties can be related to objects in two ways: through exemplification and through encoding. Concrete objects exemplify their properties while abstract objects merely encode them. The type–token distinction identifies physical objects that are tokens of a particular type of thing.[7] The "type" of which it is a part is in itself an abstract object. Abstract objects have often garnered the interest of philosophers because they raise problems for popular theories. In modern philosophy, the distinction between abstract and concrete was explored by Immanuel Kant[10] and G. Abstract objects and causality
Formal system Mathematical model for deduction or proof systems In 1921, David Hilbert proposed to use formal systems as the foundation of knowledge in mathematics.[2] The term formalism is sometimes a rough synonym for formal system, but it also refers to a given style of notation, for example, Paul Dirac's bra–ket notation. A formal system has the following:[3][4][5] A formal system is said to be recursive (i.e. effective) or recursively enumerable if the set of axioms and the set of inference rules are decidable sets or semidecidable sets, respectively. A formal language is a language that is defined by a formal system. A deductive system, also called a deductive apparatus,[8] consists of the axioms (or axiom schemata) and rules of inference that can be used to derive theorems of the system. The logical consequence (or entailment) of the system by its logical foundation is what distinguishes a formal system from others which may have some basis in an abstract model. Formal semantics of logical system
Five glorious presentations on visual thinking Do you think in words or pictures, or both? Visual thinking engages the part of the brain that handles visual processing, and is said to be both "emotional and creative" so you can "organise information in an intuitive and simultaneous way". A picture really might be worth a thousand words, while being easier to understand and recall. Therefore it is worth exploring how visual thinking can help you communicate ideas to colleagues and clients. I have collated a few presentations to help you do exactly that. These will help you to understand the benefits of visual thinking, and there - obviously - lots of useful visualisations to aid you. Visual Thinking By Chris Finlay. An Introduction to Visual Thinking By Ryan Coleman. The Value of Visual Thinking in Social Business By David Armano. The ten and a half commandments of visual thinking Via whatidiscover. Visual and Creative Thinking: What We Learned From Peter Pan and Willy Wonka By Kelsey Ruger.
Stupidity Rules for Creative Professionals I'm having trouble being stupid. Productively stupid, that is. I have infinite reserves of unproductive stupidity—ignoring my car's oil light, losing my wallet, hiring the wrong person. That's the variety of a presidential candidate forgetting during a national debate which federal agencies he wants to eliminate ("Oops"). Productive stupidity is something else. But I'm getting ahead of myself with that know-it-all assertion. A lot of popular advice being doled out about creative productivity has its catchy truisms: Get things done. Creative activists' advice stems in part from a deep-rooted backlash to previous creativity theorists. In part. "If you want to help people cultivate their creativity, don't give them more wonder." So here's where I question and take exception. I don't know. Do you see how much trouble I have being productively stupid? From what? Microbiologist Martin A. "Productive stupidity means being ignorant by choice. So how did he pull it off?
Abstract labour and concrete labour Abstract labour and concrete labour refer to a distinction made by Karl Marx in his critique of political economy. It refers to the difference between human labour in general as economically valuable time, and human labour as a particular activity that has a specific useful effect. As economically valuable time, human labour is spent to add value to products or assets (thereby conserving their capital value, and/or transferring value from inputs to outputs). In this sense, labour is an activity which creates/maintains economic value pure and simple, which could be realized as a sum of money once labour's product is sold or acquired by a buyer. The value-creating ability of labour is most clearly visible when all labour is stopped. Origin[edit] Marx first advanced this distinction in A Contribution to the Critique of Political Economy (1859) and it is discussed in more detail in chapter 1 of Capital, where Marx writes: The twofold nature of the production for exchange purposes.
Axiom Statement that is taken to be true The precise definition varies across fields of study. In classic philosophy, an axiom is a statement that is so evident or well-established, that it is accepted without controversy or question.[3] In modern logic, an axiom is a premise or starting point for reasoning.[4] In mathematics, an axiom may be a "logical axiom" or a "non-logical axiom". Logical axioms are taken to be true within the system of logic they define and are often shown in symbolic form (e.g., (A and B) implies A), while non-logical axioms are substantive assertions about the elements of the domain of a specific mathematical theory, for example a + 0 = a in integer arithmetic. Any axiom is a statement that serves as a starting point from which other statements are logically derived. The root meaning of the word postulate is to "demand"; for instance, Euclid demands that one agree that some things can be done (e.g., any two points can be joined by a straight line).[8] [edit] Postulates and