Relevant bibliographies by topics / The Moral of Creative Creativity

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'The Moral of Creative Creativity'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "The Moral of Creative Creativity"

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Ozhiganova, Galina V. "Creativity and moral capacities." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 3 (November 30, 2020): 28–35. http://dx.doi.org/10.34216/2073-1426-2020-26-3-28-35.

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In the article the possibility of establishing a connection between the creative and moral spheres of the person is discussed. The author analyzes the results of foreign and domestic researches devoted to the study of the relationship between creativity and morality. The concept of "moral capacities" is proposed, its definition is given and three aspects of its study are identified. The results of a study of the relationship between creativity and the cognitive aspect of moral capacities in children of primary school age are presented. The empirical study involved 130 people; age – 7-9 years; boys – 71 people and girls – 59 people. The following methods were used: Torrance Test of Creative Thinking – figural form (study of the creative sphere) and two methods that assess children's ideas about moral behavior (study of the moral sphere). The results obtained show that there is no connection between the indicators of creativity and moral capacities in children of 7-9 years old, which is explained, according to the author, by their age characteristics. When interpreting the results, the specificity of primary school age is considered, associated with a turning point in the child's life.
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Morgan, Courtney G., and Robert J. Lewis. "Moral Ambiguity in Narratives Decreases Creative Performance in Highly Creative People." Journal of Creative Communications 12, no. 2 (July 2017): 150–58. http://dx.doi.org/10.1177/0973258617708376.

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This article seeks to further our understanding of the effects of morality in the media on individual creativity. We present an experiment testing whether morally ambiguous (versus clear) narrative endings can enhance or diminish divergent thinking in a subsequent task. Recently proposed understandings of mass-media entertainment seem to imply moral ambiguity should diminish performance, whereas research on the ‘dark side of creativity’ seems to imply it should enhance performance for highly creative individuals. We elaborate on both views and show results indicating morally ambiguous stories actually decrease creativity (defined in terms of fluency in divergent thinking), at least in the short term, for individuals high on trait creativity. Discussion centres on the multidimensional relationships between media and creativity.
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Nosari, Sara. "Creativity at the Crossroad Creative Education as Moral Education?" Creative Education 03, no. 07 (2012): 63–65. http://dx.doi.org/10.4236/ce.2012.37b015.

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KOTELIANETS, Iulia. "PHILOSOPHICAL AND PSYCHOLOGICAL-PEDAGOGICAL BASES OF CREATIVE ACTIVITY OF CHILDREN OF SENIOR PRESCHOOL AGE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 231–37. http://dx.doi.org/10.31651/2524-2660-2020-2-231-237.

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The article substantiates the relevance of the formation of children's creative activity with the help of folklore in the process of integration of different types of artistic activities in the theory and practice of preschool education. It is noted that the highest form of human’s activity and at the same time his characteristic is creativi-ty, at the same time creative activity is defined as human activity in a particular type of creativity, which acquires essential and specific features of creativity. As a result we can mention that creativity and activity are interrelated, interpenetrating concepts that influence each other. Different approaches of understanding the essence of the concepts "creativity", "activity" are revealed and the main interpretations of these terms in philosophy, psy-chology and pedagogy are reflected. It is determined that in the studying of creativity there are two approaches: creativity as an activity; creativity as a personality trait. Based on the research of philosophers on the prob-lems of education of social activity, artistic creativity, we consider creative activity as a complex, integral quality of personality, which is a dialectical unity of general, peculi-ar to all types of social activity, and especially specific only as a measure of personality’s activity in art, has two interconnected aspects: external and internal. The external side involves the implementation of ac-tions and deeds which have creative nature. Internal involves a conscious, meaningful attitude to the activities performed, the manifestation of volitional qualities associ-ated with achieving the result. Older preschool age is the basis for the formation of creative activity and children's creativity in general, as the developmental perception of the child is the causative agent of the child's activity and creative activity in gen-eral. One of the means that contributes to younger genera-tion personality’s formation, which carries enormous educational potential, is folk art, because it contains wis-dom, the best people’s moral and aesthetic experience. In addition, it contributes to the formation of children’s crea-tivity. Based on the analysis of research, the possibilities of such types of oral folk art as fairy tales, proverbs and sayings, riddles in the formation of creative activity, based on their nature and content.
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Rošker, Jana S. "Modernizing the Philosophy of Creative Creativity." Asian Studies 8, no. 3 (September 22, 2020): 141–60. http://dx.doi.org/10.4312/as.2020.8.3.141-160.

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Fang Dongmei (1899–1977) is among the most influential Chinese philosophers who lived and worked in Taiwan during the second half of the 20th century. The present article aims to clarify his view on the basic nature of the human Self. This assessment is more multifaceted than it seems at a first glimpse, for Fang’s philosophy is also more complex than it seems. As a member of the so-called neo-conservative streams of thought, he criticized the Western-type modernization and aimed to revive the holistic onto-epistemology of classical Confucianism. On the other hand, he highlighted the importance of its basic paradigm which underlay the Confucian discourses from their very beginning, i.e. since the Book of Changes, namely the principle of creative creativity (shengshengbuxi 生生不息). The alleged contradiction between his advocating of holism and creativity, has been reflected in the apparent dichotomy between the social and relational essence of the Confucian Moral Self on the one side, and individual uniqueness on the other. The paper aims to show that both seeming contradictions are actually parts of the same theoretical principle defining the complementary interactions of binary oppositions.
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Shuhrat Qizi, Ziyaqulova Maftuna. "Enhancing Creativity In The Process Of Developing Students' Speech." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 140–43. http://dx.doi.org/10.37547/tajssei/volume03issue06-24.

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For the comprehensive intellectual, moral, aesthetic and physical development of children, it is important to apply creative ideas to society, taking into account the best foreign practices. This article describes the methods and techniques to increase creativity in the process of developing children's speech.
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Arya Abdurachman, Tubagus. "MODAL SOSIAL PEMANTIK UNTUK KOTA KREATIF." Jurnal Renaissance 3, no. 2 (August 1, 2018): 404. http://dx.doi.org/10.53878/jr.v3i2.79.

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The discussion of this research is the development of creative cities in a country is the result of the efforts of the government and creative actors in the city in the country. Creative city can not be separated from the potential of social capital that is owned by the people in the city. Social capital is a social organization concept that includes network of norms and social trusts that facilitate mutual coordination and cooperation including in developing the regional economy. This research aims to (1) know the contribution of social capital in making a creative city, (2) express the social capital and creativity of individuals and communities to realize creative city, and (3) know aspects of social capital that dominant influence on a creativity of the city. The method of this research is qualitative primary data with technic observation and indepth interview, also secondary data in the form of document and archive analysis from Bandung city as one of creative city in Indonesia. Research is done during 2015-2016. Conclusions this research are (1)Social capital that form trust, tolerance, cooperation, openness, and independence of the community greatly contributes in the creation of creative city because through the braided integration of social capital that forms a norm of behavior binding for its citizens to be creative and does not require material capital,(2)Individual urban creativity formed through the process of socialization of elements of social capital in the life of society to trigger creativity of individuals and society as a whole, and (3) The form of openness, tolerance, and cooperation are the dominant elements of social capital in growing the creativity of individuals and societyKeywords: Creatif city, Social capital
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Song, Zhigang, and Qinxuan Gu. "Exchange ideology and employee creativity: a moderated mediation analysis." Management Decision 58, no. 7 (February 28, 2020): 1375–95. http://dx.doi.org/10.1108/md-09-2017-0866.

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PurposeThis paper aims to investigate the relationship between exchange ideology and employee creativity based on the social exchange perspective. It also attempts to examine the mediating role of perceived shared leadership and the moderating role of vertical moral leadership.Design/methodology/approachMultilevel and multisource data were collected from 56 research and development (R&D) teams with 306 employees. Hypotheses were tested with multilevel path analysis.FindingsThe authors found that exchange ideology was negatively related to both perceived shared leadership and employee creativity, and perceived shared leadership mediated the relationship between exchange ideology and employee creativity. Moreover, we revealed that vertical moral leadership buffered the negative relationship between employee exchange ideology and perceived shared leadership and also the indirect effect of exchange ideology on employee creativity via perceived shared leadership.Research limitations/implicationsOrganizations should select employees with a relatively weak exchange ideology when forming teams to conduct creative tasks. Moreover, team leaders should make great efforts to facilitate the development of shared leadership among team members while to be a moral leader.Originality/valueThis study extends creativity literature by investigating the effect of exchange ideology on employee creativity. It also sheds lights on leadership research by examining the mediating role of perceived shared leadership and the moderating role of vertical moral leadership.
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MS, Zulela. "THE DEVELOPMENT OF CREATIVITY IN CHILDREN STORY WRITING FOR INDUSTRY MORAL AND CULTURE BASED ON CREATIVITY NATION." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 4, no. 2 (December 21, 2017): 93–100. http://dx.doi.org/10.21009/ijer.04.02.10.

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The development of this research aims to produce a set of models of teaching elementary school children to write stories that integrate approaches, methods, instructional media in developing creative writing children stories among elementary school students. In particular, this research is expected to produce outputs (products) in the form:1) a model in the development of primary school children to write stories, 2) examples Subjects who can lead the development of writing skills of primary school children's story, 2). Examples of children's story of the development of elementary school students, were excavated from the real experience of the students, the which can be built into a part of the creative industries are rooted in ideas of elementary school students.This research trying to empower the potential that exists in elementary school students. The second stage of the research that will come in the learning models will be implemented a to write stories (experimental) in elementary school, and the results will be applied in the form of models of teaching materials in writing stories and examples of stories. If this research can be continued into the third stage will be Followed by a revision of the results of children's stories written by elementary school students. Furthermore, mass production in cooperation with publishers and Obtain intellectual property rights Keywords: Writing, Children's Stories, Copyright
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Islam, Muhammad Hifdil, and Mohammad Hilmy Baihaqy Yussof. "Teacher Creativity In Forming Character Education." Nazhruna: Jurnal Pendidikan Islam 2, no. 3 (November 21, 2019): 363–84. http://dx.doi.org/10.31538/nzh.v2i3.1047.

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The law No.20 of 2003 article 3 states that national education in Indonesia has a functions to develop capabilities and shape the character and civilization of a dignified nation in the context of the intellectual life of the land, aiming at improving the potential of learners to become human beings who believe in and have faith in God Almighty, moral noble, healthy, knowledgeable, capable, creative, independent, and be a democratic, responsible citizen. Character education can be seen from two great perspectives, namely how he can recognize, behave and manage himself, and recognize, behave, and lead others. More explicitly, character education is an essential platform for social control based on self-awareness. Based on the research that I have done there turns out to be a significant relationship between the successful application of character education in schools with the creativity of teachers. That is, the more creative a teacher is in implementing character education in schools, the higher the success of character education for students. Based on that conclusion, the authors suggest that every teacher has high creativity in the application of character education in schools. The trick is always to deepen the notion of creativity, the characteristics of creative teachers, and ways to develop creativity. Thus it is expected that the application of character education in schools runs effectively and efficiently.
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Dissertations / Theses on the topic "The Moral of Creative Creativity"

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Connor, Andrew John Caldwell. "The audiovisual object." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/26047.

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The ʻaudiovisual objectʼ is a fusion of sound object and visual object to create an identifiable perceptual phenomenon, which can be treated as a ʻbuilding blockʼ in the creation of audiovisual work based primarily on electroacoustic composition practice and techniques. This thesis explores how the audiovisual object can be defined and identified in existing works, and offers an examination of how it can be used as a compositional tool. The historical development of the form and the effect of the performance venue on audience immersion is also explored. The audiovisual object concept builds upon theories of electroacoustic composition and film sound design. The audiovisual object is defined in relation to existing concepts of the sound object and visual object, while synaesthesia and cross-modal perception are examined to show how the relationship between sound and vision in the audiovisual object can be strengthened. Electroacoustic composition and animation both developed through technological advances, either the manipulation of recorded sounds, or the manipulation of drawn/photographed objects. The key stages in development of techniques and theories in both disciplines are examined and compared against each other, highlighting correlations and contrasts. The physical space where the audiovisual composition is performed also has a bearing on how the work is perceived and received. Current standard performance spaces include acousmatic concert systems, which emphasize the audio aspect over the visual, and the cinema, which focuses on the visual. Spaces which afford a much higher level of envelopment in the work include hemispheric projection, while individual experience through virtual reality systems could become a key platform. The key elements of the audiovisual object, interaction between objects and their successful use in audiovisual compositions are also investigated in a series of case studies. Specific audiovisual works are examined to highlight techniques to create successful audiovisual objects and interactions. As this research degree is in creative practice, a portfolio of 4 composed works is also included, with production notes explaining the inspiration behind and symbolism within each work, along with the practical techniques employed in their creation. The basis for each work is a short electroacoustic composition which has then been developed with abstract 3D CGI animation into an audiovisual composition, demonstrating the development of my own practice as well as exploring the concept of the audiovisual object. The concept of the audiovisual object draws together existing theories concerning the sound object, visual perception, and phenomenology. The concept, the associated investigation of how audiovisual compositions have evolved over time, and the analysis and critique of case studies based on this central concept contribute both theory and creative practice principles to this form of artistic creativity. This thesis forms a basis for approaching the creative process both as a creator and critic, and opens up a research pathway for further investigation.
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De, la Cruz-Bechtel Rose Marie. "Unlocking creativity in the classroom." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Lang, Kristen, and mikewood@deakin edu au. "Creative redemption : Uncertainty in poetic creativity." Deakin University. School of Communication and Creative Arts, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050719.121154.

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Czarniecki, Laura. "Teacher impact on student creativity." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Czarniecki_LMITthesis2009.pdf.

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Olson, Stephanie E. "Igniting my Creative Process." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/87.

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This art-based research study will examine creativity and the creative process during the production of a cohesive body of work. The author’s auto-ethnographic reflections of her creative process were recorded, and analyzed. The artist/teacher/researcher will provide conclusions based on her art production and self-reflection.
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Westendorf, Sascha. "Mining for behavioural information in creative processes." Thesis, De Montfort University, 2011. http://hdl.handle.net/2086/4778.

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Cheung, Pak-keung. "Can creativity be learned a knowledge management approach to creativity support /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3686139X.

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Cheung, Pak-keung, and 張柏強. "Can creativity be learned: a knowledge management approach to creativity support." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3686139X.

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Wright, David, University of Western Sydney, Faculty of Social Inquiry, and School of Social Ecology. "Creativity and embodied learning." THESIS_FSI_SEL_Wright_D.xml, 1998. http://handle.uws.edu.au:8081/1959.7/534.

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This thesis looks at the way in which drama education constructs opportunities for learning. Constructivism and self-organising systems theory are used to further understand how individuals and societies construct their own learning. Important in this process is the self-conscious experience of the learner. The notion of being ‘in learning’ rather than outside of and observing the learning is central. This consciousness facilitates the creation of meaning, which plays a role in determining the manner in which further participation in learning occurs, hence further learning. This emphasises the process of learning over the product of learning. The function that language and emotion serve in this process also deserves consideration. This perspective upon process has a considerable impact upon the way in which learners make meaning and the way in which they approach learning. Questions surrounding a consciousness of participation bring the senses, the feelings, the emotions and other physical experience to the fore. They require that the learning of the body be experienced. Embodied learning is insufficiently acknowledged and theorised in drama education. Through bringing together constructivism, systems theory, drama education and contemporary performance theory this thesis argues for a greater recognition of the relationship between the body and learning.
Doctor of Philosophy (PhD)
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Beresnevičius, Gediminas. "EDUCATIONAL DIMENSIONS OF CREATIVITY AND CREATIVE THINKING." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100519_103153-72881.

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Educational dimensions of creativity and creative thinking are researched in the dissertation on theoretical and empirical levels. The research shows that creativity (process and its result) is affected by the following factors: motivation of the author, entirety of personal features and character traits, abilities, thinking, scope of thinking inertia, special and general knowledge, reconstructive and constructive imagination, intuition, author’s behaviour, emotions, physiological and psychological state, social and physical environment. Dynamic and component models of creativity process, prepared by the author, are presented in the dissertation. 655 research participants participated in the empirical research: 601 5th-11th form school learners and 54 teachers. 2 subtests by E. E. Туник (2002) assessing creativity parameters and a questionnaire designed by the author were administered to the research participants. The change of creative thinking was determined in its ontogenesis (from 11 to 62 years of age). Peculiarities of learner creative thinking were revealed (originality, flexibility of thinking, abundance of ideas) in groups according to age, gender, birth order, learning progress and place of residence. The research shows that originality of creative thinking reaches its peak at the age of 18, afterwards it decreases during adulthood. (p=0.000). The existence of positive direct statistically significant relationship between all parameters of creative thinking and... [to full text]
Disertacijoje teoriniu ir empiriniu lygmenimis yra tyrinėjamos kūrybiškumo bei kūrybinio mąstymo edukacinės dimensijos. Tyrimas parodė, kad kūrybos procesui ir jo rezultatui turi įtakos tokie veiksniai: kūrėjo motyvacija, asmenybės savybių ir charakterio bruožų visuma, gebėjimai, mąstymas, atmintis, mąstymo inercijos dydis, specialiosios ir bendrosios žinios, atkuriamoji ir kuriamoji vaizduotė, intuicija, kuriančiojo elgesys, emocijos, fiziologinė ir psichologinė būsena, socialinė ir fizinė aplinka. Disertacijoje pateikiami autoriaus parengti dinaminis ir komponentinis kūrybos proceso modeliai. Empiriniame tyrime dalyvavo 655 tiriamieji: 601 V–XI klasių mokiniai ir 54 mokytojai. Jiems buvo pateikta autoriaus sudaryta anketa bei du E. E. Туник (2002) kūrybiškumo parametrų įvertinimo subtestai. Nustatyta kūrybinio mąstymo kaita ontogenezėje (nuo 11 metų iki 62 metų amžiaus). Atskleisti mokinių kūrybinio mąstymo ypatumai (originalumas, mąstymo lankstumas, idėjų gausa) grupėse pagal amžių, lytį, kelintas vaikas šeimoje, pažangumą ir gyvenamąją vietą. Tyrimas parodė, kad kūrybinio mąstymo originalumas pasiekia maksimumą 18 metų amžiuje, o po to suaugusiojo amžiuje krinta (p=0,000). Nustatyta, kad egzistuoja teigiamas tiesioginis statistiškai reikšmingas ryšys tarp visų kūrybinio mąstymo parametrų ir asmenybės domėjimasis mokslu (p<0,01) bei menu (p<0,05). Nustatyti statistiškai reikšmingi ryšiai tarp kūrybinio mąstymo parametrų ir savišvietos poreikių. Tyrimas parodė, kad kuo... [toliau žr. visą tekstą]
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Books on the topic "The Moral of Creative Creativity"

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Creative transformation: A practical guide for maximizing creativity. Eugene, OR: Noetic Press, 1991.

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Gupta, Natthūlāla. Creativity and values: Educational perspectives. New Delhi: Arya Book Depot, 1992.

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Creativity and popular culture. Rutherford: Fairleigh Dickinson University Press, 1994.

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The soul of creativity: Forging a moral rights law for the United States. Stanford, Calif: Stanford Law Books, 2010.

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Kwall, Roberta Rosenthal. The soul of creativity: Forging a moral rights law for the United States. Stanford, Calif: Stanford Law Books, 2010.

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Mihaly, Csikszentmihalyi. Creativity. New York: HarperCollins, 2007.

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Creativity is forever. 3rd ed. Dubuque, Iowa: Kendall/Hunt Pub., 1991.

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A, Davis Gary. Creativity is forever. 3rd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1992.

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A, Davis Gary. Creativity is forever. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1986.

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A, Davis Gary. Creativity is forever. 4th ed. Dubuque, Iowa: Kendall/Hunt Pub., 1998.

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Book chapters on the topic "The Moral of Creative Creativity"

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Li, Qin, and Mihaly Csikszentmihalyi. "Moral Creativity and Creative Morality." In The Ethics of Creativity, 75–91. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137333544_5.

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Bowkett, Steve. "Jumpstart creative thinking." In Jumpstart! Creativity, 1–44. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351256162-1.

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Bowkett, Steve. "Jumpstart creative questioning." In Jumpstart! Creativity, 45–59. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351256162-2.

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Bowkett, Steve. "Jumpstart creative reasoning." In Jumpstart! Creativity, 60–88. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351256162-3.

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Bowkett, Steve. "Jumpstart creative wordplay." In Jumpstart! Creativity, 104–48. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351256162-5.

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McCormack, Jon. "Creative Ecosystems." In Computers and Creativity, 39–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31727-9_2.

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Fillis, Ian, and Ruth Rentschler. "Creativity, Measurement and Myth." In Creative Marketing, 72–88. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230502338_5.

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Bills, Tim, and Chris Genasi. "Starting the creativity flow." In Creative Business, 38–61. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230001084_4.

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Yamash’ta, Stomu, and Tadashi Yagi. "The Essence of Creativity." In Creative Economy, 197–222. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6478-4_13.

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Lynch, Edward, and Barbara Lynch. "Creativity in Family Therapy." In Creative License, 239–47. Vienna: Springer Vienna, 2003. http://dx.doi.org/10.1007/978-3-7091-6023-7_19.

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Conference papers on the topic "The Moral of Creative Creativity"

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Jonášková, Gabriela, and Ľubica Predanocyová. "POSITIVE INTERPERSONAL RELATIONSHIPS IN TERMS OF DEVELOPING CREATIVITY AND CRITICAL THINKING." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/08.

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The formation of a person's personality in his intellectual and moral improvement, the expansion of his independence, creativity and critical thinking is possible within his participation in the educational process. In the conditions of the Slovak Republic, the subject of civics plays an important role in this process. The aim of the paper is to point out the topicality of the researched problem and to present the given issue as a means of increasing the professional competencies of teachers in the field of development of critical and creative thinking of students. In this article, we pay attention to one of the innovative forms of learning, dialogue. As part of the APVV project Practice in the centre of the subject field didactics, subject field didactics in the centre of preparation for practice we used pedagogical diaries and video recordings from the pedagogical practice of teacher education students in the 1st - 2nd year of master's degree in civics at primary and secondary schools.
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Wendrich, Robert E. "Integrated Creativity and Play Environments in Design and Engineering Processes." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47214.

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The umpire whispers: “Please Play”. We sort of play. But it’s all hypothetical, somehow. Even the ‘we’ is theory: I never get quite to see the distant opponent, for all the apparatus of the game [1]. We find no reason to abandon the notion of play as a distinct and highly important factor in the world’s life and doings. All play means something. If we call the active principle that makes up the essence of play, ‘instinct’, we explain nothing; if we call it ‘mind’ or ‘will’ we say too much. However we may regard it, the very fact that play has a meaning implies a non-materialistic quality in the nature of the thing itself [2]. This paper builds on the notion of integration of creativity and play in design and engineering environments. We show results of ongoing research and experimentation with cyber-physical systems (CPS) and multi-modal interactions. The use of computational tools for creative processing and idea generation in design and engineering are mostly based on commonly available 2-D or 3-D CAD programs, applications and systems. Computer-generated creativity is mostly based on combinatorial power and computational algorithms of the intrinsic system duly orchestrated by the user to manifest outcomes on a variety of processes. However, integrated game-based CPS ecosystems could enhance the uptake of play, imagination and externalization within the design and engineering process.
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Wood, Richard, Steven Bauer, and Craig Hunter. "Creativity and creative teams." In 39th Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2001. http://dx.doi.org/10.2514/6.2001-1111.

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Davis, Nicholas, Chih-Pin Hsiao, Kunwar Yashraj Singh, Brenda Lin, and Brian Magerko. "Creative Sense-Making." In C&C '17: Creativity and Cognition. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059454.3059478.

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Garrido, Sandra, Sean Bernard, and Jane Davidson. "The creative personality." In C&C '13: Creativity and Cognition 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2466627.2466664.

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de Rooij, Alwin, Sarah van der Land, and Shelly van Erp. "The Creative Proteus Effect." In C&C '17: Creativity and Cognition. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059454.3078856.

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Nam, Beth. "Hacking the Creative Mind." In C&C '21: Creativity and Cognition. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450741.3467467.

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Mirdala, Rajmund, Vule Mizdraković, Nada Arežina, and Danka Stefanović. "CREATIVE ACCOUNTING: FROM CREATIVITY TO MISUSE." In FINIZ 2014. Belgrade, Serbia: Singidunum University, 2014. http://dx.doi.org/10.15308/finiz-2014-5-7.

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Raczinski, Fania, Hongji Yang, and Andrew Hugill. "Creative search using pataphysics." In C&C '13: Creativity and Cognition 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2466627.2466648.

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Marinussen, Manon, and Alwin de Rooij. "Being Yourself to be Creative." In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3325482.

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Reports on the topic "The Moral of Creative Creativity"

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Kost’, Stepan. THE CONCEPT OF CREATIVITY IN JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11092.

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The article analyzes some theoretical and practical aspects of creativity. The author shares his opinion that the concept of creativity belongs to the fundamental concepts of philosophy, psychology, literature, art, pedagogy. Creativity is one of the important concepts of the theory of journalism. The author does not agree with the extended definition of creativity. He believes that journalistic activity becomes creativity when it is free and associated with the creation and establishment of new national and universal values, with the highest intensity of intellectual and moral strength of the journalist, when journalism is a manifestation of civic position, when this activity combines professional skills and perfect literary form.The author also believes that literary skill and the skill of a journalist are not identical concepts, because literary skill is a component of journalistic skill.
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Costa, Pedro, João Seixas, and Ana Roldão. From ‘Creative Cities’ to ‘Urban Creativity’? Space, Creativity and Governance in the Contemporary City. DINÂMIA'CET-IUL, 2009. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2009.80.

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Gross, Daniel. Creativity Under Fire: The Effects of Competition on Creative Production. Cambridge, MA: National Bureau of Economic Research, September 2018. http://dx.doi.org/10.3386/w25057.

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Fanjul Peyró, C., C. González Oñate, and M. Arranz Peña. Creativity and effectiveness in the Valencian Community: the figure of the planner in the creative process. Revista Latina de Comunicación Social, February 2018. http://dx.doi.org/10.4185/rlcs-2018-1262en.

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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Journal articles Dissertations / Theses Books
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