{"title":"Emergent Creativity across and between Disciplines","authors":"B. L. Hunte","doi":"10.22381/kc8120207","DOIUrl":null,"url":null,"abstract":". Creativity has been adopted as a mantra across more industries and disciplines than ever before. It crosses borders and silos and is embraced in unexpected sectors. Yet we know very little about how to foster transdisciplinary creativity across and between all the disciplines in our universities. And given predictions that more future discoveries will take place between disciplines, not simply within them, understanding the dynamics of transdisciplinary creativity becomes increasingly important. This article examines an unusual university environment that fosters transdisciplinary discovery. Specifically, it looks at the creative process involved in using a pack of ‘method cards’ written by academics from many disciplines. Emerging from this process I present three deep insights revealed through five years of observation, presented as paradoxes as they all challenge the importance we place on traditional notions of knowledge. The first insight discusses the value of the naïve perspective (important when researchers stray out of their domain of expertise in transdisciplinary research.) The second insight explores the importance of the creative leap between disciplines (the invaluable ‘trans’-cendent part of ‘trans’-disciplinary practice, where discipline becomes less relevant). And the third insight explores the importance of the person / people doing the creative leap (examining the crucial shift we must make in our universities to privilege ‘being,’ not just ‘knowing.’)","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Knowledge Cultures","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22381/kc8120207","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
引用次数: 2
Abstract
. Creativity has been adopted as a mantra across more industries and disciplines than ever before. It crosses borders and silos and is embraced in unexpected sectors. Yet we know very little about how to foster transdisciplinary creativity across and between all the disciplines in our universities. And given predictions that more future discoveries will take place between disciplines, not simply within them, understanding the dynamics of transdisciplinary creativity becomes increasingly important. This article examines an unusual university environment that fosters transdisciplinary discovery. Specifically, it looks at the creative process involved in using a pack of ‘method cards’ written by academics from many disciplines. Emerging from this process I present three deep insights revealed through five years of observation, presented as paradoxes as they all challenge the importance we place on traditional notions of knowledge. The first insight discusses the value of the naïve perspective (important when researchers stray out of their domain of expertise in transdisciplinary research.) The second insight explores the importance of the creative leap between disciplines (the invaluable ‘trans’-cendent part of ‘trans’-disciplinary practice, where discipline becomes less relevant). And the third insight explores the importance of the person / people doing the creative leap (examining the crucial shift we must make in our universities to privilege ‘being,’ not just ‘knowing.’)
期刊介绍:
Knowledge Cultures is a multidisciplinary journal that draws on the humanities and social sciences at the intersections of economics, philosophy, library science, international law, politics, cultural studies, literary studies, new technology studies, history, and education. The journal serves as a hothouse for research with a specific focus on how knowledge futures will help to define the shape of higher education in the twenty-first century. In particular, the journal is interested in general theoretical problems concerning information and knowledge production and exchange, including the globalization of higher education, the knowledge economy, the interface between publishing and academia, and the development of the intellectual commons with an accent on digital sustainability, commons-based production and exchange of information and culture, the development of learning and knowledge networks and emerging concepts of freedom, access and justice in the organization of knowledge production.