Academic literature on the topic 'Integral creativity'
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Journal articles on the topic "Integral creativity"
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Buyens, Hanneke. "Creativity, Critical and Integral Thinking." Integral Transpersonal Journal 15, no. 15 (December 2020): 38–52. http://dx.doi.org/10.32031/itibte_itj_15-bh2.
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To think, means creating patterns out of its surroundings, forming concepts about the observed process. Once the patterns are formed it becomes possible to recognize them. This system is a very efficient way of handling information because patterns are easily formed, combined, and ingrained in the brain. However, it is extremely difficult to restructure them. The thinker is concerned with the observed object of his thinking and not with the thinking or observation. There are several ways to think: wishful thinking, Critical thinking, Lateral thinking, Intuitive thinking, Mindful Thinking, and Integral Transpersonal Thinking. In this article, I will explain the meaning of these distinct ways of thinking as I have learned to understand them. After that I will offer my personal viewpoint on the concepts that I have learned and the impact they have on my life. KEYWORDS Wishful thinking, critical thinking, lateral thinking, observation, questions.
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Botella Nicolás, Ana Mª, Amparo Fosati Parreño, and Regina Canet Benavent. "Desarrollo emocional y creativo en Educación Infantil mediante las artes visuales y la música." Creativity and Educational Innovation Review, no. 1 (May 7, 2018): 70. http://dx.doi.org/10.7203/creativity.1.12063.
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En esta investigación se pretende demostrar que utilizando los lenguajes de las artes y la músicade una manera óptima, se obtienen beneficios que contribuyen a la formación integral delalumnado. A través de éstos se puede trabajar de una manera transdisciplinar y significativa laemoción y la creatividad por estar vinculadas a la Educación Infantil, una etapa educativa en la queel alumnado se rige mediante el hemisferio derecho del cerebro. Los resultados apuntan que lasartes visuales y la música son necesarias para proporcionar un desarrollo integral del alumnadoy, de manera transdisciplinar permiten trabajar todo tipo de conocimientos y sentimientos quepueden alfabetizar en todos los ámbitos posibles.
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Morgunov, Georgy, and Ruslan Khandogin. "Creativity as an Integral Part of the Educational Process." Ideas and Ideals 14, no. 1-2 (March 25, 2022): 360–75. http://dx.doi.org/10.17212/2075-0862-2022-14.1.2-360-375.
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The article is devoted to the consideration of some aspects of creativity in the context of its essential and conceptual involvement in the educational process. Creativity is a social, cultural and psychological process, but both in the industrial and in the post-industrial paradigm, the educational system is in a subordinate position. Human development as self-development is always a creative act. It is impossible to force a person to be creative: creativity, self-actualization, responsibility should grow “from below”, and not descend in the form of command directives “from above”. In order for creativity to become the norm of the educational process, it is necessary to organize it in such a way that all its participants can fully realize themselves in it as individuals. The “hidden” level of creativity, included in the considered model “Four-C”, reveals the space of creative goal-setting, activities and behavior that trigger mechanisms for realizing creative potential and the ability to adequate, dynamic, flexible response to emerging problems, overcoming arising difficulties, mobilizing internal resources of a person. At the same time, the rationality of the creative process, in which a person is able to penetrate, a particular object of his activity is also determined, accepting it in universal, substantial characteristics, disobjectifying, and not simply using it in a purely external way. Systemic creativity seems impossible without a personal component, but personal creativity is reproduced and funded by the system. The educational system forms an organic unity of creative work and creativity. Decay, disequilibrium, uncertainty, loss in new circumstances at the same time generate and actualize creativity as a response to new challenges, as the only possible way to solve permanently emerging new non-trivial problems, since traditional and classic methods do not help much. Thus, the education system, on the one hand, can be a more or less suitable space for realizing the creative potential of a person, and on the other hand, it itself produces a synthesis of personal and systemic creativity.
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Hotsuliak, N. "PSYCHOLOGICAL PECULIARITIES OF CREATIVE ACTIVITY DEVELOPMENT OF FUTURE PSYCHOLOGISTS." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2018): 23–25. http://dx.doi.org/10.17721/1728-2217.2018.38.23-25.
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The article is devoted to the study of the psychological peculiarities of the development of creative activity of future psychologists. Creativity as a scientific problem in psychology began to be studied relatively long ago, it is one of the most serious areas of theoretical and experimental study. A creatively active person differs not in the presence of some special, unique qualities, but mainly in the development of those that are necessary for productive activity. It is necessary to take into account that the personality is integral and therefore the predominant development of its individual features can not be accompanied by a qualitative restructuring of the entire structure. Key words: creativity, creative activity, creatively active person, mechanism of creativity, motivational factors, self-education, future psychologists.
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Rodrigues, Aldina, Paula Catarino, Ana Paula Aires, and Helena Campos. "Conceptions of Students about Creativity and Mathematical Creativity: Two Cases Studies in Vocational Education." Proceedings 2, no. 21 (October 30, 2018): 1357. http://dx.doi.org/10.3390/proceedings2211357.
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Given the diversity of meanings nowadays, creativity and mathematical creativity are difficult to define. However, it is crucial to do so, whether in society, in education or in mathematics education. Creativity is not valued as an integral part of the classroom context of mathematics or in Teacher practice, possibly due to the constant changes of Portuguese curricular. In this sense, it is necessary to promote the development of creativity as an integral part of the pedagogical practice of each teacher. The teacher’s role is fundamental to allow students opportunities to use the didactical resources, such as the mathematical tasks. In the 21st century, creativity and mathematical creativity have become important in Portuguese curricula through the implementation of the Students Profile in the end of compulsory schooling. This profile appeals to the development of creativity regarding of values, competences and guiding Principles, in order to mobilize schools and society for a better education. It is desirable that a young person, after leaving compulsory schooling, becomes a citizen capable of thinking critically, autonomously and creatively. Thus, in order to look for creative teaching approaches and strategies for the mathematical contents, it was decided to question students on the alluded concepts. This research took place in the academic year 2017/2018, with 14 participants aged between 15 and 21 years old (mean ages M = 17.36 and DP = 1.82) of two classes from one group of Portuguese state schools. The methodology was qualitative and interpretative, using a multiple case study design, one in a 10th grade class and another in a 12th. In data processing related to the analysis of the written documents, content analysis was used, and examples that represent each category were presented. The results achieved indicated, for these participants, that conceptions of creativity and mathematical creativity were not divergent in the two cases. In fact, the participants associated creativity with the category of Create something new and different and mathematical creativity with the category of Innovation.
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Palop-Esteban, Vicente, and Beatriz García. "Construcción del currículo técnico-profesional desde la educación popular y sus componentes sociales en Ecuador." Creativity and Educational Innovation Review, no. 2 (April 28, 2019): 100. http://dx.doi.org/10.7203/creativity.2.13442.
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La Formación Profesional suele diseñarse desde un planteamiento meramente instrumental y únicamente orientada hacia la enseñanza de algún oficio o técnica productiva, pero pocas veces nos encontramos con experiencias donde se procura la educación integral como base para el desarrollo de la persona en combinación con la adquisición de conocimientos técnicos. En este sentido, el presente artículo pretende situar el contexto de la formación profesional y sus principales tendencias para luego, hacer una propuesta de construcción del currículo técnico desde la educación popular y sus componentes sociales de mirada centrada en el/la estudiante con un trasfondo de cambio estructural. La experiencia se pudo poner en práctica para la elaboración de la mención técnica del Bachillerato Intensivo en el Ecuador. Oferta Educativa programada desde Fe y Alegría Ecuador en alianza con el Ministerio de Educación del Ecuador para la atención de personas adultas con escolaridad inconclusa.
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Baymetov, Botir Boltabaevich, and Laylo Misoatova. "DEVELOPMENT OF CREATIVITY AND IMAGINATION OF SCHOOLCHILDREN IN FINE ARTS CLASSES." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 05 (May 30, 2021): 55–61. http://dx.doi.org/10.37547/philological-crjps-02-05-14.
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The article describes how visual activity contributes to the development of abstract thinking and specific, sensory experiences in schoolchildren, and in the process of the image, the child selects from the integral visual image proportions, color, silhouette, line as general and constant characteristics of the reality visually perceived by it.
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Pečiuliauskienė, Palmira, and Ilona Valantinaitė. "The Factor in the Technological Creativity of V–VI Formers." Pedagogika 110, no. 2 (June 10, 2013): 72–79. http://dx.doi.org/10.15823/p.2013.1821.
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The article analyses how technological education determines the creativity of 5th–6th formers. Technological education is an integral part of general education. It makes it possible for students to act creatively, to choose flexibly – which is essential for anybody regardless their gender in the constantly changing socio-cultural environment, and to be able to use simple technologies at a user level. The article considers the development of students’ creativity in a systemic approach. Technological education is perceived as a complex of social and educational factors determining students’ creativity.
In a creative society creativity is important in all spheres of activity where creative material becomes the basis for competitive advantage in the economy of the global market. The changes in the development of students’ creativity are conditioned by the fluctuation in educational paradigms, learning environments, general education programmes. Creativity is understood as a complex of personal qualities that manifests itself as an ability to offer new ideas, to think non-stereotypically, to orient oneself quickly in problematic situations, to find original solutions easily, which is determined by talents and interests. A systemic approach to creativity requires a systemic assessment of creativity development factors.
Technological education is an integral part of general education. It originates from the idea of a “working school”, technologies as a school subject, teaching crafts, polytechnic and professional education. Technologies include material and human intellectual resources, scientific and practical knowledge and ways of organizing work. Technological education can be treated as a complex of both educational and social factors that promote students’ creativity.
The method of factor analysis highlighted the following socio-educational factors of 5th–6th formers’ creativity development in technology classes: participation in the activities which are important for the school community; aesthetic activity; communication – cooperation; democratic relations; independent and responsible activity; individual activity; folk art recognition; promotion of activity; group work. Two factors have the most important influence on the development of students’ creativity: participation in the activities which are important for the school community (20.779 percent of dispersion) and participation in aesthetic activity (7.401 percent of dispersion). Nonetheless, the dispersion of social activity is almost three times bigger than that of aesthetic activity.
Students’ creativity in technology classes is mostly determined by social factors. Out of the nine distinguished factors as many as four are of social character and only two (group work, individual work) are of educational character. Two creativity factors are related to aesthetic-artistic activity (aesthetic activity, folk art knowledge).
Technology teachers see the source of creativity in their students’ interests. The tasks that correspond to students’ interests promote creativity. Technology teachers give a positive evaluation of the influence of individual and group work methods on creativity development. Teachers treat group work methods as a means of creating a favorable learning environment which creates “group enjoyment”. However, teachers state that it is impossible to do without individual work in technology classes. Technological tasks have to be performed accurately, with precision. They require a lot of time. Hence competitive methods are not suitable as competition can diminish the quality of work. Teachers think that in technological education both cooperative learning and individual work are important.
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Toro-Alé, José-María. "Creativity, body and communication." Comunicar 12, no. 23 (October 1, 2004): 151–59. http://dx.doi.org/10.3916/c23-2004-25.
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Today, the actual media charms us in a life managed by the speed, the hurry and the stress. We rarely stop to observe and reflect on what’s happening around us, what are we doing and what for we do it. In this article, the writer thinks about the aims, the roles and the uses of the new media, joining in an integral way technology and human values, to do from communication an oportunity to the creativity, it’s, for the generation of a conscious and full life. Seducidos por los medios actuales e inmersos en una dinámica vital presidida por la velocidad, la prisa y el estrés, pocas veces nos detenemos a observar y reflexionar acerca de qué, para qué, desde dónde y cómo hacemos lo que estamos haciendo. En este artículo su autor reflexiona sobre el sentido, papel y uso de los nuevos medios y recursos comunicativos, uniendo de manera integradora tecnología y valores humanos, para hacer de la comunicación una oportunidad para la crea-ti-vida-d, es decir, para la generación de una vida consciente y plena.
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Trujillo, Carlos Andres, and Jose Antonio Rosa. "Consumer creativity influenced by hope, integral emotions and socio-economic status." International Journal of Consumer Studies 41, no. 5 (June 2, 2017): 576–86. http://dx.doi.org/10.1111/ijcs.12369.
Full textDissertations / Theses on the topic "Integral creativity"
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Morrissey, Sheryl Christian. "A Phenomenological Exploration of Mindfulness Meditation and the Creative Experience." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6459.
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Creating is the highest level of intellectual functioning in the cognitive domain. As standardized testing has increased, U.S. K-12 education has shown a decline in creativity for students. Mindfulness meditation (MM) increases creativity and could serve as a solution to this dilemma. This study's purpose was to enrich findings regarding MM's role in enhanced creativity by conducting an exploration regarding lived experiences of creating for individuals who practice MM. A gap in the literature exploring the topics of MM and creativity together using qualitative methods was identified; therefore, research understanding lived experiences of creating within the experiential context of MM was necessary. The main research question, followed by 3 closely related questions, examined the subjective meaning of the experience of creating for MM practitioners. To provide lived experiences regarding creating, 3 participants colored in a mandala and were interviewed. Descriptive transcendental phenomenology was used to explore the act of creating from the perspectives of these 3 individuals. Participants' described experiences supported Sternberg's theory that creativity developed as a habit and suggested that MM actuated Csikszentmihályi's creative flow. Positive societal implications of bringing MM into U.S. K-12 schools as a conduit for creativity cannot be overrated. MM offers an integrated modality to increased creativity, communication, collaboration, and critical thinking, or the 4 Cs. Future studies regarding MM and creativity's relationship are recommended to further enrich current literature and address the existing gap.
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VALENÇA, Marcello Cysneiros Landim. "Creadtivity: um processo que integra design thinking e técnicas de criatividadade na elicitação de requisitos de software." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18705.
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As soluções de Tecnologia da Informação vêm se tornando cada vez mais parte da vida cotidiana das pessoas, e com isso as exigências sobre a utilidade e a usabilidade têm crescido continuamente. Os problemas a serem resolvidos estão cada vez mais complexos, e as técnicas tradicionais utilizadas pelos engenheiros de software para encontrar oportunidades e resolver problemas nem sempre conseguem atingir o seu objetivo e, quando o fazem, nem sempre chegam a produtos que satisfaçam os usuários e tragam vantagem competitiva para a empresa. A verdade é que os produtos de TI dependem, cada vez mais, da dinâmica da vida social, que não são primariamente a preocupação da engenharia, mas do design. Nesse contexto, o Design Thinking fornece uma metodologia para elicitar as necessidades dos usuários, produzindo uma série de protótipos rápidos e simples que eventualmente convergem para soluções inovadoras. Já as técnicas de criatividade possuem uma grande capacidade de geração de novas ideias, o que pode ajudar na elicitação de requisitos. Para integrar a filosofia do Design Thinking e as técnicas de criatividade, unindo assim os conceitos do design com a exploração de novas ideias, um processo estruturado foi proposto. Este trabalho descreve esse processo, chamado de Creadtivity, que integra a metodologia do Design Thinking com técnicas de criatividade para elicitação de requisitos de software, visando promover a inovação. Espera-se que este processo possa ser utilizado para ampliar as habilidades das equipes de TI para resolver problemas de forma criativa. Uma primeira avaliação do processo foi realizada através da aplicação do processo em uma empresa de desenvolvimento de software e da utilização de um questionário para coletar os dados. Uma segunda avaliação foi feita através de um experimento para a utilização do processo por alunos de mestrado e posterior comparação dos protótipos gerados, realizada pelos stakeholders e especialistas em design. Como resultado das duas avaliações, o Creadtivity se mostrou fácil de ser aprendido e utilizado, sistemático e possível de ser integrado com outros processos e técnicas. Já o resultado da comparação dos protótipos mostrou que o protótipo gerado pela equipe que utilizou o Creadtivity possui indícios de inovação.
IT solutions are becoming more and more part of people’s everyday life, and with that the demands on usefulness and usability have been growing continuously. The problems to be solved are increasingly complex, and traditional techniques used by software engineers to find opportunities and solve problems do not always manage to achieve their goals and, when they do, the result is not always a product that satisfies users and brings competitive advantage to the company. The truth is that IT products deeply depend on social life dynamics, which are primarily not the concern of engineering but of design. In this context, Design Thinking provides a methodology to elicit user needs, producing a series of quick and simple prototypes that eventually converge to innovative solutions. In addition, creativity techniques have a great capacity to generate new ideas, which can help in the requirements elicitation. To integrate the philosophy of design thinking with creativity techniques, thus uniting concepts of design with the exploitation of new ideas, a structured process was proposed. This paper describes this process, called Creadtivity, which integrates the Design Thinking methodology with creativity techniques for software requirements elicitation, in order to reach innovation. The aim is that this process can be used to expand the skills of IT teams to solve problems creatively. A first evaluation of the process was carried out by applying the process in a software development company and by using a questionnaire to collect data. A second evaluation was performed through an experiment for the use of the process by master's students and subsequent comparison of the prototypes generated, getting the opinion of stakeholders and experts in design. As a result of the two assessments, Creadtivity proved to be easy to be learned and used, systematic and possible to be integrated with other processes and techniques. In addition, the result of the comparison of the prototypes showed that the prototype generated by the team using Creadtivity has indication of innovation.
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Plasto, Paddy, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Narrative possibility : an introduction to, and a move towards, integral creativity." 2005. http://handle.uws.edu.au:8081/1959.7/16456.
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Narrative Possibility: an introduction to, and a move towards, Integral Creativity is an exploration of creativity and a creative exploration, and it is a search for meaning and making which carries as backpressure an individual, societal, cultural, and global need for change. Change, as I have interpreted it, is a change of consciousness. While the exploration is multidimensional and multidirectional it has as its foundation a process of communication that is essential in and to all aspects of our present and past, showing and telling. Implicitly and explicitly we define ourselves and all that we encounter by stories. I am using the term ‘story’ to mean showing and telling in all its forms but my approach, although it is predominantly aligned to Western interpretation, is a perspectival inquiry into and through word and image. It comprises and integrates stories by a layered methodology that includes diverse perspectives from theorists and artists. Among these: David Bohm, Andrew Wyeth, and Leonard Shlain are important, but, in the aspects of their work which focus on Integral Consciousness, Jean Gebser, Ken Wilber, and Terry Sands are most prominent. My exploration also incorporates stories of my lived experience as student, mother, visual artist, teacher and researcher, as well as fictional stories and poems. In both methodological structure and the writing and content of this work (in documenting its progress and in recording the unfolding visual work of several of my students,) I bring to this thesis my philosophical approach: Narrative Possibility -stories that do not have preconceived outcomes. Narrative Possibilities originate and manifest in and through (and require, therefore, a methodology that encompasses) Creative Events, States, Processes, and Products. It is a disciplined method that unfolds a story to a point in which all aspects appear to cohere, and yet this aspect of the story is untold: there are no definitive words or marks which obviously or even abstractly point to completion. Creativity, according to David Bohm, is a natural potential largely blocked by the way civilization has developed. I accept this premise and suggest that Narrative Possibility is a creative approach to integration and that it is a personal, social, and spiritual move towards our possible evolution.Doctor of Philosophy (PhD)
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Plasto, Paddy. "Narrative possibility : an introduction to, and a move towards, integral creativity." Thesis, 2005. http://handle.uws.edu.au:8081/1959.7/16456.
Full textAbstract:
Narrative Possibility: an introduction to, and a move towards, Integral Creativity is an exploration of creativity and a creative exploration, and it is a search for meaning and making which carries as backpressure an individual, societal, cultural, and global need for change. Change, as I have interpreted it, is a change of consciousness. While the exploration is multidimensional and multidirectional it has as its foundation a process of communication that is essential in and to all aspects of our present and past, showing and telling. Implicitly and explicitly we define ourselves and all that we encounter by stories. I am using the term ‘story’ to mean showing and telling in all its forms but my approach, although it is predominantly aligned to Western interpretation, is a perspectival inquiry into and through word and image. It comprises and integrates stories by a layered methodology that includes diverse perspectives from theorists and artists. Among these: David Bohm, Andrew Wyeth, and Leonard Shlain are important, but, in the aspects of their work which focus on Integral Consciousness, Jean Gebser, Ken Wilber, and Terry Sands are most prominent. My exploration also incorporates stories of my lived experience as student, mother, visual artist, teacher and researcher, as well as fictional stories and poems. In both methodological structure and the writing and content of this work (in documenting its progress and in recording the unfolding visual work of several of my students,) I bring to this thesis my philosophical approach: Narrative Possibility -stories that do not have preconceived outcomes. Narrative Possibilities originate and manifest in and through (and require, therefore, a methodology that encompasses) Creative Events, States, Processes, and Products. It is a disciplined method that unfolds a story to a point in which all aspects appear to cohere, and yet this aspect of the story is untold: there are no definitive words or marks which obviously or even abstractly point to completion. Creativity, according to David Bohm, is a natural potential largely blocked by the way civilization has developed. I accept this premise and suggest that Narrative Possibility is a creative approach to integration and that it is a personal, social, and spiritual move towards our possible evolution.
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Lee, Yi-Jung, and 李依蓉. "An empirical research of relationship amount strategic orientation, green creativity, integral competence and green new products competitive advantage: Take electrical and electronic industries on Taiwan as an example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/36158631822089315575.
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碩士國立高雄應用科技大學
商務經營研究所
97
For the past 50 years, despite rapid economic development in Taiwan creating a so-called economic miracle, because of overemphasized economic development among business organizations, environmental protection and ecological conservation were ignored to result in tremendous damage to ecological environment. Recently, with increased emphasis on environmental protection awareness, together with the thoughtful consideration of economic, society and environmental protection. Global business activities had to face challenges, business profit and the effort made to reduce environmental pollution had to be considered to create a win-win opportunity. Therefore, to reach new goals for business management, new environmental protection strategies for development and usage of green products would bring about the concepts of permanent management for environmental protection among business organizations. This research was operated with questionnaires and there were questionnaires delivered with 158 valid replies received. From local electronic and electromechanical industries, strategic orientation and the influence caused by green creativities onto new green products were explored. Furthermore, the variable, integration capability, was also explored to understand the influence on correlation of competition edges among new green products. SEM was established with subsequent verification on the hypothesis created for this research. AMOS 7.0 was used to analyze data. The research results confirmed that: The strategic orientation did not exert obvious impact on the green new product competitive advantage; A positive relation was showed between the green creativity and the green new product competitive advantage; The strategic orientation and the green creativity exerted a positive impact on the integration competence; The model added on the integration competence intermediary for variable, knew the strategic orientation and the green creativity exerted a positive impact on the green new product competitive advantage; Finally the green new product competitive advantage exerted a positive impact on the company competitive advantage. It was showed the integration competence can help to improve the green new product competitive advantage. Therefore, a company will develop the green new product to enhance the competitive advantage of the company in the future.
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Mickey, I.-Hsin Sun, and 孫易新. "A Study on Effectiveness of Mind Mapping Integrate with Creative Strategy Training to Inspire Creativity on Business People." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/55153447422706113940.
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碩士實踐大學
企業創新發展研究所
95
The main purpose of this study is design a Mind Mapping Creative Training Program for business people which integrates Creative thinking Strategy based on Tony Buzan’s “Mind Mapping®”. The study also tries to investigate the change in learning experience as well as the creativity for business people after the designed 14-hour training program. The objects of this study consist of 76 business people. The experimental group A includes 38 business people who attend the Mind Mapping® program integrating creative strategy. The other 38 business people in section one are regarded as the normal group who attend a “Creative Activity and Care Study” program, and in section two they play the role of experimental group B who also attend the Mind Mapping® program integrating creative strategy. The tools the study applies are of training programs and evaluations. The training program, ‘Mind Mapping® Application on Inspiring Creativity’, combines Mind Mapping® with several creative strategies such as Brainstorming, 7R, SCAMPER and Six Thinking Hats. The contrast program, “Creative Activity and Case Study”, focus on creative activities, image thinking, creative strategies and case study. The evaluations applied in the study are “New Creative Test”, “Torrance Tests of Creative Thinking” and “Mind Mapping Training Program Questionary” The data are analyzed by t test, and the information from the questionary by qualitative analysis. The findings are as following according to the study: 1.According to the result of evaluations, the experimental group A gets obviously higher scores on verbal fluency, flexibility and originality. It indicates that the program “Mind Mapping® Application on Inspiring Creativity” has a greater effect upon verbal fluency, flexibility and originality comparing with the training program of “Creative Activity and Case Study”. 2.The experimental group A gets obviously higher scores on figure elaboration. It indicates that the program “Mind Mapping® Application on Inspiring Creativity” is more helpful to figure elaboration for business people than the training program of “Creative Activity and Case Study”. 3.There is no obvious difference in scores of verbal fluency, flexibility and originality between the experimental group B and A. It represents it makes no difference in improving verbal fluency, flexibility and originality between those who attend both training programs of “Creative Activity and Case Study” and “Mind Mapping® Application on Inspiring Creativity” and those who attend “Mind Mapping® Application on Inspiring Creativity” training program only. 4.There is no obvious difference in scores of figure fluency, flexibility and originality between the experimental group B and A. It represents it makes no difference in improving figure fluency, flexibility and originality between those who attend both training programs of “Creative Activity and Case Study” and “Mind Mapping® Application on Inspiring Creativity” and those who attend “Mind Mapping® Application on Inspiring Creativity” training program only. However, the experimental group A gets higher score on figure elaboration than the experimental group B. 5.Most of the business people in experimental groups shows positive feedback to “Mind Mapping® Application on Inspiring Creativity” training program. They express that Mind Mapping® is very interesting, helpful for working, and good to improve people’s thinking and imagination, It also helps people solve problems from multiple points of views, clarify complicated situations, and bring logical creativity into light. According to the result of this study, the researcher offers suggestions to the organization of Mind Mapping training and researches in the future.
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Faustino, José Paulo de Jesus. "Tendências e práticas de gestão e organização das agências de publicidade em Portugal." Master's thesis, 2000. http://hdl.handle.net/10400.5/18562.
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Instituto Superior de Economia e Gestãoiocuscd ou lhe adveitisiníi markeL líic [iresent rcscarch projccl lias lhe A1M ol analysine lhe social and económica! iranslonnalions that occurred in Porlngal. over lhe lasi decade. bascd on lhe companv s oraanisationai socioiogv and manaueincnl areas, 1 herelore. ii idenulies. noi onK some oh lhe (exoaenous) lactors lhal nowadays are iniluencine, ihis markci aclivily. bui aiso (and particularly), studies tiie advertising activity itsell, during liie same period. The accoinplishment of lliesc inain (argets, was ilrsíly inspired by tlic contingciicy and systeniic theories' main fundamentais, which led to tlie construction of lhe following HYPOTHESIS: some of lhe most importam faetors that have been influencing lhe advertising activity and also its organisational and management practices, have above a!l. an externai nature. In other words, the author bclieves that these faetors are essenlially technological, economic and social/educational drives."Consequently, during this research, it was the author's purpose, to identify and study the bchaviour of such influenccs, proving that they have been acting on the way agencies are organising and developing lheir management strategies to face the new compelitive market challcngcs. The very heart of this investigation was. therefore, to find out how these faetors are determining the marketing agencies' management and organisation polices and practices, as well as, its repercussions in the socio-organisational system; where human resources are lhe main element. Simultaneously, is was gathered the necessary information data to characterise and build a better understanding of the Portuguese advertising activity, considering its evolution, organisation and functioning. Thus, the RESEARCH FIELD DESIGN combined several melhods of qualitative and quantitative nature, and applied respectively diversified techniques, such as; direct (focused) interviews, altitude statemenls, and also, open-ended queslionnaires senl lo the advertising market leaders. After analysing due data, it was possible to validate the main hypothesis of this investigation, arriving to the CONCLUSION that the advertising agencies in Portugal come upon (during its activity) with some externai contingencies that deeply determine their polices and practices of management and organisation, and ultimately, the type, nature and way of selling/rendering services. So, the following externai faetors and influences (that have been influencing the management and organisation practices of the agencies and also the tendencies of the advertising activity), can be outlincd: 1) Economic globalisation, marketing and communication; 2) Appearance of the advertising central/agencies of means, new advertising supports, increasing professionalism of advertisers; 3) Socio-economic transformations occurred in Portugal; 4) New information and communication technologies (TIC). In brief, the research project points out that it is in a context of very continuous changes and some uncertainties that the Portuguese advertising agencies are developing their business and (re)organismg their structures. However, in the middle of such uncertainty, something has remained consensual and untouchable: lo be well succeeded. the advertising activity depends incrcasincly on lhe qualification/training, potcntial and crcativity of its human capital
Prcicndcu-sc ncslc csiudo analisar as iransformaçõcs sociais c económicas ocorridas cm Porlimal. especialmente na última década, c idcnliticar - dentro da aiea da gestão e ta sociologia da empresa - alguns factores (exógenos) que estão a influenciar a actividade publicitária e, em particular, as agências de publicidade. Para esse feito, num primeiro momento, inspirámo-nos nos princípios da teoria da contingência e dos sistemas, e partimos da hipótese de que alguns dos principais factores que têm vindo a influenciar a actividade publicitária e as práticas de gestão e oiganização das agências são, sobretudo, de natureza externa; tecnológicos, económicos e sociais/educacionais. Assim, foi nosso objectivo identificar esses factores c provar que os mesmos têm vindo a repercutir-se na forma como as agências se estão a organizar e a desenvolver as suas estratégias empresariais no contexto dos novos contornos competitivos. Por conseguinte, interessou investigar a forma como esses factores estão a determinar as práticas de gestão c organização das agências, assim como as suas repercussões no sistema social organizacional, onde os recursos humanos constituem o elemento principal. Simultânea e adicionalmente o Autor procurou reunir alguma informação que ajudasse a caracterizar e a perceber melhor o percurso, organização e funcionamento da actividade publicitária em Portugal. Nesse sentido, as nossas pesquisas de terreno foram apoiadas em entrevistas directas (focalizadas) e em inquéritos por questionário dirigidos aos principais actores da actividade publicitária. Foi possível concluir que as agências de publicidade em Portuga! se deparam com algumas contingências externas que determinam de modo significativo as suas práticas de gestão e organização e, em última circunstância, o tipo, natureza e forma de prestação de serviços. Dos factores e influências externas que têm vindo a influenciar as práticas de gestão e organização das agências c as tendências da actividade publicitária, podemos destacar os seguintes; • Globalização da economia, marketing e comunicação; • Aparecimento das centrais/agências de meios, novos suportes publicitários, e profissionalização dos anunciantes, • Transformações sociais e económicas ocorridas em Portugal, • Novas tecnologias da informação e comunicação. Em síntese, o trabalho conclui que é num contexto de aceleradas mudanças e algumas incertezas que as agências de publicidade estão a desenvolver o seu negócio e a (re)organizar as suas estruturas. Porém, no seio de tanta incerteza, existe uma certeza que é consensual: a actividade publicitária, para ser bem sucedida, depende, cada vez mais, da qualificação, potencial e criatividade do seu capital humano.
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Cunha, Bruna Flávia da Silva. "Brincar com a narrativa: a escrita expressiva e lúdica no desenvolvimento da competência compositiva e no estímulo da imaginação e da criatividade: contributos do Projeto Curricular Integrado." Master's thesis, 2016. http://hdl.handle.net/1822/43556.
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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino BásicoO presente relatório espelha o projeto de investigação e intervenção pedagógica desenvolvido com base numa metodologia de investigação-ação, coadjuvado, do ponto de vista curricular, pela metodologia de Projeto Curricular Integrado, o qual se desenvolveu no domínio da Prática de Ensino Supervisionada II, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e que contou com a participação ativa de uma turma de 3.º ano. Atentando no título do relatório “Brincar com a narrativa – a escrita expressiva e lúdica no desenvolvimento da competência compositiva e no estímulo da imaginação e da criatividade” é percetível a confluência ente a componente lúdica e a dimensão textual, criativa e imagética, a qual se caracteriza pelo desenvolvimento da competência compositiva e do estímulo da imaginação e da criatividade aliada à escrita expressiva e lúdica. Mediante o apresentado, o presente relatório surgiu face a uma observação, primeiramente direta e posteriormente participante, da qual se atentou à escassez de atividades de produção textual, ao nível da narrativa. Atentou-se ainda, numa atividade de produção textual, mediada pelas estagiárias, na dificuldade das crianças ao nível da competência compositiva, na medida em que apresentavam dificuldades de coesão linguística e coerência lógica, concebendo uma narrativa algo incoerente e sem uma estruturação aparente, a qual se distanciava da identificação dos três grandes momentos da ação: introdução, desenvolvimento e conclusão. Os vários textos apresentavam ainda uma porção apreciável de erros ortográficos e um bloqueio da competência criativa e imaginativa. Nesta ótica, o contexto educativo deve conseguir a promoção do crescimento holístico das crianças, pelo que, no decorrer do referido projeto, tentamos perspetivar diferentes atividades e estratégias de ensino e aprendizagem que promovessem uma diversificação de convívio lúdico das crianças com a escrita, conduzindo assim, o desenvolvimento da competência compositiva associada à estimulação da criatividade e da imaginação perante uma escrita criativa, a qual integrou diferentes mediadores de forma a ser instigada. Face às evidências e resultados obtidos é possível afirmar que o projeto investigativo contribuiu para a construção de uma atitude positiva das crianças perante a escrita, refletindo-se na coadjuvação do desenvolvimento da competência compositiva com a evolução do pensamento criativo e imaginativo.
This report demonstrates the research project and pedagogical intervention, which was based on an action-research methodology along with the Integrated Curricular Project methodology, developed in the Supervised Teaching Practice II domain integrated in the Master’s in Pre-Scholar Education and 1st Cycle of Basic Teaching and had the active collaboration of a group of students of the 3rd year. Looking at the title of the report “Playing with the narrative: expressive and recreational writing in the development of writing skills and in the stimulus of imagination and creativity”, we can realize the connection between the recreational component and the creative, imaginative and textual dimension, which is known for its role in the development of the compositional ability and in the awakening of imagination and creativity, together with the recreational and expressive writing. Considering what was previously referred, this report was created based on an observation, first direct then through active participation, in which we realized the lack of textual production activities in terms of narrative. In one textual production activity that we, the interns, conducted, we were able to notice the difficulty of those children regarding their compositional ability, specially their difficulties in regard to linguistic cohesion and logical consistency, giving their compositions a poor and inconsistent narrative without any structural appearance and distancing itself from the three main moments of action: introduction, development and conclusion. All of these texts even demonstrated a great amount of spelling mistakes, as well as a lack in the students’ creative and imaginative ability. Regarding this, the educational context must promote the holistic growth of these children, which was taken into account during this project as we tried to put in perspective different activities and learning strategies that promoted a diversified and entertaining connection between the children and writing, which would lead to the development of the compositional ability along with the creative and imaginative stimulation in regards to a creative type of writing, that was carried on with the integration of different and helpful mediators. Considering the results and evidences obtained, it can be said that this research project contributed to a better and positive attitude of those children regarding writing activities, which can be reflected through their growth both in terms of their compositional ability and development of their creative and imaginative minds.
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Šandová, Pavla. "Tvorba hudebně pohybových choreografií pro děti předškolního věku s využitím vlastní didaktické pomůcky." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349387.
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Master's thesis addresses the implementation of didactic tool to musical movement activities of preschool children in kindergarten with respect to the integrative nature of education. The first part of the thesis is covering theoretical side of the important aspects of child development at the age of five to six years. Further it deals with the specifics of the development of musicality in preschoolers, especially focusing on instrumental side of the music. It highlights the musical creativity that flows from the principles of Orff School. Musical creativity is one of the objective of the thesis second, practical part. Here thesis research music educational project whose main component is a methodical set Cup Song that contains suggestions for practical usage. Experiment, observation and structured interview are used as methods of research that is focused on verification of the Cup Song impact on a musical and personal development of the child. KEYWORDS Music, musical abilities, preschool age child, musical instruments, integration, project, Cup Song, instrumental activity, creativity, rhythm, song, experience, Orff School.
Books on the topic "Integral creativity"
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Improvisation, creativity, and consciousness: Jazz as integral template for music, education, and society. Albany: State University of New York Press, 2013.
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Sarath, Edward. Improvisation Creativity and Consciousness: Jazz as Integral Template for Music, Education, and Society. State University of New York Press, 2014.
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Sarath, Edward W. Improvisation, Creativity, and Consciousness: Jazz As Integral Template for Music, Education, and Society. State University of New York Press, 2013.
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Uhlig, Stefan. Goethe’s Figurative Method. Edited by Paul Hamilton. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199696383.013.17.
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This chapter focuses on how Goethe’s writing thought about, and to a point negotiated, the discontinuities it tracked between the visual arts, poetic writing, and the natural sciences. Even a modest set of Goethe’s works offers art history and criticism alongside his novels, drama, lyric, epic, autobiographical and aphoristic writings. What is more, his literary and critical achievements find some of their most expressive, corresponding interfaces in the scientific work to which the poet gave a large part of his life—as if he had undertaken to triangulate a map of creativity and method which late seventeenth- and eighteenth-century thinkers had worked hard to differentiate. Goethe’s effort to reflect on his encyclopedic writings critically evoked a kind of theory that would be nearly universal, and yet stay integral to distinctive kinds of understanding, practice, or analysis.
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Adams, George. Jack London as Poet. Edited by Jay Williams. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199315178.013.13.
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Jack London’s failure as a poet, defined by esthetic or marketable criteria, is not an argument for ignoring his poetry. The mere fact of his including his poems in his essays and stories indicates that poetry was an integral aspect of his creativity and hence must be considered in an evaluation of his work as a whole. This essay provides an overview and classificatory system for better understanding his poetic output, especially in relation to the rest of his work. Given the difficulty of demonstrating that London was a poet who also reluctantly wrote prose, it is perhaps more accurate to call him a prose writer who for various reasons wrote poetry. A way to recuperate the view that he had a poetic instinct is to consider him the third kind of poet, in the larger etymological sense of the Greek poietes, “one who makes” or “creates.”
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Stige, Brynjulf. Culture-Centered Music Therapy. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.1.
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Culture-Centered Music Therapy is a broad and developing orientation within the discipline and practice of music therapy that highlights how humans develop their capacities through participation in society, where culture operates as a resource for action. In other words, culture is seen as much more than an influence on human behavior; it is an integral element in human interaction and creativity. This chapter focuses on the difference between various notions of culture, and on the developments that have made culture-centered a contemporary force within music therapy thought. Three tenets of the orientation are presented here: (1) culture as a resource for self and society; (2) music as situated activity; and (3) music therapy as health musicking. Implications for practice, theory, and research are outlined along with a case example exploring aspects of how music therapy can create space for social-musical participation.
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Schrag, Brian, and Kathleen J. Van Buren. Foundations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190878276.003.0001.
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This section provides the foundation for the remainder of the Guide. It addresses key concepts and questions: “a better life”; what is “good”; artistic vitality and endangerment; what are the arts; how do arts and culture interact; what is creativity; negative impact and conflict; and how to use this Guide. It also introduces the seven steps that make up the Make Arts for a Better Life process: meet a community and its arts; specify goals for a better life; connect goals to genres; analyze genres and events; spark creativity; improve results; and celebrate and integrate for continuity. Several case studies are included to demonstrate aspects of the Make Arts process.
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Fox, Rachel Gregory, and Ahmad Qabaha, eds. Post-Millennial Palestine. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781800348271.001.0001.
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Post-Millennial Palestine: Literature, Memory, Resistance confronts how Palestinians have recently felt obliged to re-think memory and resistance in response to dynamic political and regional changes in the twenty-first century; prolonged spatial and temporal dispossession; and the continued deterioration of the peace process. Insofar as the articulation of memory in (post)colonial contexts can be viewed as an integral component of a continuing anti-colonial struggle for self-determination, in tracing the dynamics of conveying the memory of ongoing, chronic trauma, this collection negotiates the urgency for Palestinians to reclaim and retain their heritage in a continually unstable and fretful present. The collection offers a distinctive contribution to the field of existing scholarship on Palestine, charting new ways of thinking about the critical paradigms of memory and resistance as they are produced and represented in literary works published within the post-millennial period. Reflecting on the potential for the Palestinian narrative to recreate reality in ways that both document it and resist its brutality, the critical essays in this collection show how Palestinian writers in the twenty-first century critically and creatively consider the possible future(s) of their nation.
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Committee on Work and Organizations, Group for Advancement of Psychiatry. Psychiatry of Workplace Dysfunction. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190697068.001.0001.
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Relationships have always been at the heart of business. Successful businesses develop and sustain solid relationships with suppliers, employees and customers. However, the forces of technology, globalization and litigation have dramatically reshaped workplace relationships, transforming them and in some instances damaging or dissolving them. As humans have a fundamental need to work, organizations have a similar need for workers to perform tasks optimally. Data show that attending to workplace relationships and engaging employees increases productivity, creativity, and loyalty, yielding both short-term and long-term benefits. Disruptions of these relationships can lead to significant impairment in performance as well as deterioration in workers’ mental health. The tools that managers once relied upon to restore relationships have been weakened in part because of technology, globalization and litigation. The principles discussed in this book are designed to foster high-functioning workplace relationships. The authors’ psychiatric training, coupled with the breadth of their collective years of business and legal consultation experience, offers unique wisdom about developing and sustaining a relationship-focused perspective at work. The insights integrate cutting edge previously unpublished information with prior research and understanding of the psychological dynamics and principles of the workplace on both macro and micro levels—all presented in lay terminology punctuated by useful graphics with a minimum of technical terms, making the book easily understood by mental health professionals, managers, and employees audiences alike.
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Dino, Nelson, Baharudin Arus, Lokman Abdul Samad, and Jul-Amin Ampang. Suluk Ukkil on the Barong Expressions, motifs and meanings. UMS Press, 2022. http://dx.doi.org/10.51200/sulukukkilnelsonums2021.
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With its origin dating back to as early as the 500 BC, the ukkil forms part of a centuries-old woodcarving art and tradition of the Suluk, one of the many indigenous ethnic groups of Nusantara (Southeast Asia). Suluk ukkil bears striking resemblance to the Malay ukir, both featuring similar patterns and motifs. The ukkil is often used to decorate jewellery, boats, houses, grave markers, and mosques. It is also used to decorate the hilts and sheaths of bladed weapons such as the barung. The barung refers to the thick, leaf-shaped sword of the Suluk. A barung with beautifully carved hilt and sheath, especially those using expensive wood, is considered high value and usually reserved for Suluk aristocrats. This book narrates the expressions, motifs and meanings behind ukkil carved on the barung. It is based on the results of a two-year field research conducted in different districts of Sabah. It presents data gathered through various interviews with owners, elders, and subject-matter experts. It also presents data from direct observations of heirloom barung that are still found in the hands of a few Suluk and individuals from other indigenous ethnic groups. It presents new insights from analysis made using the Theory of Iconology, a framework of analyzing art popularized by German art historian Erwin Panofsky. The predominant themes of ukkil found on ancient barung in Sabah are Islamic; zoomorphic such as birds, lizards, snakes, and squids; plantomorphic such as vines, flowers, and leaves; and cultural such as those depicting local myths, culture, values and traditions of the Suluk. Each of these images and themes represent realities that shaped the daily lives of the Suluk from the past until today, including the wind, the ocean waves and sea currents, all of which are essential for travel and navigation. They also depict concepts, beliefs and practices important to the Suluk such as freedom, livelihood, aristocracy, harmony within the community, leadership, spirituality, and Islamic principles. The Suluk are a sea-faring people who have a deep relationship with their immediate environment, especially the sea. Suluk carvers draw inspiration from nature, the environment around them, their local culture, their religious practices, and their own values and ideals in life. Both the ukkil and the barung are an embodiment of their rich past, their livelihood, creativity, their faith, their principles and their values in life. Sadly, the practice of ukkil-carving is fast declining nowadays, with only very few practitioners left and so few individuals interested in learning about it. The barung too, where the ukkil is often carved on, is no longer being produced in large numbers. As the ukkil, like all forms of art, constitute an integral part of a nation’s culture and identity, it is important for it to be understood, preserved, and protected. This book provides fresh knowledge and insights that will help the Suluk and other indigenous tribes of Malaysia and Nusantara in the understanding and preservation of the ukkil as an essential aspect of their country’s or their region’s culture and heritage. This book offers historical background that will help explain the identity of the Suluk as a culturally and artistically advanced people with deep interconnection with other indigenous ethnic groups in Malaysia and the rest of Nusantara as early as the pre-colonial period. Knowledge about the ukkil can help people connect and correct their thoughts about the Suluk while at the same time promote cultural awareness and diversity among Malaysians and other people in Southeast Asia. This book will hopefully pave the way for more research to be done on the arts and culture, not just of the Suluk but also of other indigenous ethnic groups in the region as well. That knowledge will serve as a medium for keeping harmony and cultural links among each and every Malaysian and Nusantaran.
Book chapters on the topic "Integral creativity"
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Goerner, S. J. "A "knowledge ecology" view of creativity: How integral science recasts collective creativity as a basis of large-scale learning." In Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives., 221–39. Washington: American Psychological Association, 2007. http://dx.doi.org/10.1037/11595-014.
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Vischi, Alessandra. "Employability and Transitions towards Work: MSc Degree Programme in Educational Planning and Human Resource Development, Catholic University of the Sacred Heart of Brescia." In Employability & Competences, 471–80. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.50.
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The acceleration of changes underlines the need to enhance our efforts to adapt education to the dynamics of the current economic situation and the issue of employment. In the framework of the circular economy, pedagogy, which is based on the educability of individuals, takes into consideration forms of educational planning to identify a long-lasting balance between economic prosperity, social wellness, and environmental development. The challenge of the future is the possibility of increasing youth employment; this calls for pedagogical expertise and organizational planning to ensure that everyone’s development is authentic and holistic. To this end, the MSc Degree programme in Educational Planning and Human Resource Development offered by the Catholic University trains graduates to become professional figures with expertise in coordinating and managing the development of human resources (guidance, selection, personal services); the professional training and retraining of project managers in social and educational contexts for both academic and corporate spheres. The guiding vision behind the MSc in Educational Planning and Human Resource Development is fully in line with the Catholic University of the Sacred Heart’s educational project, to support a culture of responsibility and creativity, entrepreneurism and collaboration, multi-disciplinary knowledge and skills, and scientific research for the purpose of holistic human development. Educational planning, in a period of socio-economic and social change, involving the whole planet in many respects, can relaunch an ‘integral model of development’, based on long-term wellbeing, technological innovation, ‘human development’, and the dignity of work
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Jucker, Rolf, and Jakob von Au. "Outdoor Learning—Why It Should Be High up on the Agenda of Every Educator." In High-Quality Outdoor Learning, 1–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_1.
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AbstractIn a world challenged by increasingly complex crises, a sound understanding of reality and high quality learning become crucial elements for strengthening children and making societies more resilient and fit for the future. This chapter argues that outdoor learning—even given the fact that quite a few aspects of it are under-researched—can play an important role in contributing to the kind of learning the twenty-first century needs. Outdoor learning enables cumulative, fundamental fostering of learning in multiple dimensions, such as academic learning, social interaction, personal development and well-being, mental, physical and social health, creativity, and much more. It is an add-in approach, easy to integrate into normal schooling, at very low cost. It therefore should be very high up on the agenda of any decision maker who is concerned with the future of our education systems. The chapter elaborates why the reminder of the book is a toolbox for just such decision makers in education authorities, teacher-training universities, schools and research institutions, to systemically embed outdoor learning in their respective practices.
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Pohlisch, Jakob. "Managing the Crowd: A Literature Review of Empirical Studies on Internal Crowdsourcing." In Contributions to Management Science, 27–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52881-2_3.
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AbstractThe phenomenon of crowdsourcing is increasingly being addressed in academic literature. Companies utilize crowdsourcing to search for solutions to internal problems outside of the companies’ boundaries, accessing the vast and diverse knowledge and creativity of people all over the world. More recently, a growing interest has emerged that concentrates on the intra-organizational application of this phenomenon—internal crowdsourcing. While conventional internal innovation activities are mostly concentrated within a few dedicated departments, this new approach helps companies to open up their innovation process to all employees. Internal crowdsourcing can help companies bridge geographical distances, integrate new employees, predict the market success of products, and create ideas for new businesses.This chapter aims to provide a comprehensive overview of the existing empirical findings regarding the management of internal crowdsourcing. In this review, 27 papers, covering more than 100 companies, are analysed. They are based on more than 800 interviews, participant observations, action design research, surveys, and datasets of internal innovation contests. The results of this review will help practitioners to design the management of internal crowdsourcing based on existing implementations and lessons learned, helping them to unleash the full innovation potential of their employees, creating a valuable competitive advantage.
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Brandt, Pierre-Yves, Zhargalma Dandarova-Robert, Grégory Dessart, Hanneke Muthert, and Hanneke Schaap-Jonker. "Integrative Model of Children’s Representations of God in Drawings." In When Children Draw Gods, 15–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-94429-2_2.
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AbstractWhen confronted with being asked to “draw god”, children have to solve a problem; they are being asked to produce a visual representation of an entity that they have never seen. Resources for solving this problem are available within the child’s cultural context: The shape of the figure itself may be based on various religious representations of gods, iconic figurations of supernatural agents in fictional artefacts (paintings, movies, cartoons even in advertisement), various valences may be attributed to colours or to different parts of an image composition, etc. The drawings produced by children depend also on their cognitive abilities to grasp the concept of god, their emotional abilities to express the accompanying feelings, their creativity and artistic skills. In representing god, children have to solve additional problems. For example, connotations of the concept of god can awaken attachment bonds to parental figures; religious prohibitions against representations of god can be in conflict with the task of drawing god. The purpose of this work is to integrate the results presented in parts II-V of this book, and to articulate the different factors in an integrated model that outlines possible strategies used to carry out the project of drawing god.
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Herrmann, Pia, Reiner Singer, Philipp Kaufmann, and Konrad Spang. "Let Us Integrate Self-Organization and Stakeholders into the Development of Infrastructure Projects, Because We Need More Creativity and Satisfying Solutions." In Lecture Notes in Management and Industrial Engineering, 221–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86248-0_13.
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Laycraft, Krystyna Czeslawa. "The Development of Creativity." In Integral Theory and Transdisciplinary Action Research in Education, 314–38. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5873-6.ch014.
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The purpose of this chapter was to investigate creativity in adolescents and young adults and its role in psychological development. For this qualitative research, hermeneutic phenomenology/ontology linked with the narrative/biography methodology was chosen. To interpret the data, the pattern models of creativity were generated, by applying the concepts of complexity science, especially self-organization, with the theory of positive disintegration and the psycho-evolutionary theory of emotions. It was discovered that the process of creativity in young people is intertwined with the strong emotions of passion, curiosity, enthusiasm, and delight. These emotions are the driving forces that generate order and complexity not only in the creative process but also in overall psychological development. The presence of these strong emotions often contributes to lesser tension in young people's development, including a greater ability to integrate their experiences, to take their psychological development into their own hands, and to find direction for their future.
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D. Brunn, Stanley. "Perspective Chapter: Creative Mapping and Mapping Creativity." In Creativity [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102729.
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Creative efforts showing places and human/environmental features are integral to understanding our evolution of knowledge. Throughout human history, the construction of maps for personal, commercial or political control has been instrumental in displaying food production, faith landscapes, human migration, transportation networks, environmental conditions, human welfare and much more. The visible products about environmental settings and human well-being from prehistoric artists, explorers, cartographers and geographers to those using satellites, GIS and social media reflect rich imaginations about the place and environmental knowledge. Historical creative efforts are addressed as well as ongoing geographic searches and mapping to improve our understanding of the planet’s human and environmental features. Creative curiosities about places local, planetary and extra-planetary will forever be part of human histories.
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Xu, Fang. "Developing an Integral Approach for Chinese Design Education." In Design Education for Fostering Creativity and Innovation in China, 49–77. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0911-0.ch003.
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Developing Chinese Design Education (CDE) with Chinese characteristics is an old but unending topic that has been discussed in the field of design education in P. R. China for many years. The debate has been constrained by different attitudes towards the nature of design, diverse interpretations of the Chinese cultural tradition and varied perceptions of the role of education. The future development of CDE is eager for new attitude, thinking and approach to rebuild its culture and value system. This article develops a comprehensive framework through redefining the meanings of CDE, applying the principles of spatio-temporal measurement and ADAL model of Integral Theory. This integral approach based on the newly established framework provides a pragmatic and collective method for CDE, not only from a strategic height to simultaneously understand multiple, competing theories and ideas, but also from tactical operational level to holistically manage different perspectives and practical solutions.
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Mahmoud, Ali B., Nicholas Grigoriou, and Joan Ball. "Breathing Life Into Marketing Scholarship Through Creativity Learning and Teaching." In Advances in Educational Technologies and Instructional Design, 176–94. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9542-8.ch011.
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Both employers and higher education institutes acknowledge creativity as a critical skill that all marketing graduates need to be equipped with when entering the job market. Creativity needs to exist within the marketing curriculum and be regarded as an integral part of the academic programmes offered at business schools. Whilst scholarly attempts have been made to find ways of incorporating creativity within the formal training at universities, many scholars acknowledge that creativity in marketing education has received little attention from researchers. This chapter highlights the importance of creative thinking for marketing and reviews the literature to provide a synthesis of the leading models for learning and teaching creativity in marketing modules.
Conference papers on the topic "Integral creativity"
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Abu-Taleb, D. V. "TOPOS OF INTEGRAL EDUCATION AS A SPACE FOR THE DEVELOPMENT OF CREATIVITY." In ПСИХОЛОГИЯ ТВОРЧЕСТВА И ОДАРЕННОСТИ. Москва: Ассоциация технических университетов, 2021. http://dx.doi.org/10.53677/9785919160472_66_70.
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Carrió, Mar, Gemma Rodríguez, Núria Saladié, Gema Revuelta, Clara Vizuete, and Carolina Llorente. "Responsible Research and Innovation: an opportunity to develop creative skills at Higher Education." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8187.
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During the last decades, research and innovation have experienced a revolution that has lead to new challenge, and creativity has been identified as a main skill for professional success. In this context, not only concerns about involving society in research and innovation processes have been increasing but also to make this process responsible. Responsible Research and Innovation (RRI) has been defined as the approach for making research and innovation a collaborative, intergenerational and democratic process. The HEIRRI project aims to integrate RRI at all stages of education with the creation of different programs in Higher Eduaction. The aim of this study is assess how creativity has been developed in an RRI framework in the HEIRRI Summer School programme troughout an Inquiry-Based Learning (IBL) approach. On the basis of the results, this paper highlights that the IBL approach, but also the RRI framework foster creativity development in a research proposal design but also that have an impact on how researchers’ perceive their profession. This paper concludes that integral elements of this pedagogical approach and RRI, such as discussion, multidisciplinarity and including different voices and perspectives are main ingredients to promote creativity in research and innovation processes and have a transformative potential.
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Sharipova, Guzal S. "BASIC CONCEPT IN CLOTHES DESIGN." In SCIENTIFIC VIEWS ON MODERN PROBLEMS OF SOCIETY. International Scientific and Current Research Conferences, 2022. http://dx.doi.org/10.37547/10.37547/iscrc-intconf19.
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Sharipova, Guzal S. "BASIC CONCEPT IN CLOTHES DESIGN." In SCIENTIFIC VIEWS ON MODERN PROBLEMS OF SOCIETY. International Scientific and Current Research Conferences, 2022. http://dx.doi.org/10.37547/10.37547/iscrc-intconf18.
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Vasilieva, Elena. "DESIGN THINKING IS A METHODOLOGY FOR CREATING INNOVATIONS AND DEVELOPING HUMAN CREATIVITY." In III International Conference Technology & Entrepreneurship in Digital Society. Real Economy Publishing House, 2021. http://dx.doi.org/10.17747/teds-2020-8-11.
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Not so long ago, human resources were perceived as the main participant in business processes and as an integral part of the company's organizational capital. However, automation and the introduction of industrial technologies 4.0 replace people with programs, robots, chatbots, etc. But this does not mean that in the new era, human functions in the process will be reduced to a minimum. Goals focused on the implementation of new business tasks in the face of constant changes will require a person to work in a team, effectively use their competencies, be focused and successful, think outside the box and find original solutions, actively use the accumulated individual and collective intellectual capital. This will make the application of various techniques of the design thinking methodology an integral part of human activity in the company. The author gives an overview of the tools and techniques of design thinking, shows the features of their application. Highlights the specifics of organizing collective creative work and maintaining an atmosphere of trust and creativity. Provides a list of popular digital services for organizing teamwork. The development of the design thinking approach was achieved through the new methodology - Platform Innovation Kit, which is used for designing an ecosystem platform. Platform design canvases help startups and corporations launch and scale businesses on digital platforms.
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Motta, Martina, and Delia Dumitrescu. "The role of teaching advanced technological knowledge to enhance experimental creativity in knit design." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001531.
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Digitalization is one of the main grounds for discussion in the textile manufacturing industry. As in other creative fields, digitalization in textile design has brought craftsmanship together with work using digital tools and mechanical processes to creatively embed advanced knowledge in structural design and this dualism is even stronger in the field of knitwear design. For years, knitting technologies have been considered far from creativity and entirely delegated to the expertise of technicians, and design education has often focused on fostering artistic expression by teaching highly creative manual/mechanical processes. In the ongoing shift towards digitalization and the challenges of Industry 4.0, research and education in knitting design must redefine the programming of industrial machines as a tool for designers to push their experimental creativity together with their technical knowledge. This article reports an investigation made by the authors in the two different contexts of the School of Design of Politecnico di Milano and of the Swedish School of Textile in Borås. Using the method of constructive alignment (Biggs, J. B. & Tang, C. S., 2011), the investigation set up a comparison of two practice-based methods for training designers in programming industrial knitting machines. The authors mapped the teaching, learning activities and expected learning outcomes specific for each course and analysed quintessential aspects that occur in the learning process in the transition from manual to digital tools. The research had the aim of understanding what kind of knowledge should be transferred, in which way and with which purpose, to make programming an integral and effective part of the learning process for knit designers. The data collected have been used to highlight similarities and differences between the two programmes, identify impactful items and open future research that could foster improvements with shared solutions.
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Al-Hatemi, Samer AA, Ali HM Murid, and Mohamed MS Nasser. "Solving a mixed boundary value problem via an integral equation with adjoint generalized Neumann kernel in bounded multiply connected regions." In PROCEEDINGS OF THE 20TH NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES: Research in Mathematical Sciences: A Catalyst for Creativity and Innovation. AIP, 2013. http://dx.doi.org/10.1063/1.4801169.
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Fordham, Clifton. "Optimizing Early Design Process Decision Making Through Effective Problem Framing." In AIA/ACSA Intersections Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.aia.inter.16.4.
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Building design and delivery activities, from programming to commissioning, draw on different strengths of architects including a unique form of problem solving that appears mysterious and personal. More common early in the design process, an intuitive approach, and a paucity of arguments connected to the financial interests of owners, masks the capacity of architects to provide valued adding integral sustainable design solutions which others can effectively provide. An inclination toward intuition, and simulating early phase design problem solving, is consistent with how architecture schools teach, supplementing core studio curriculum with course work structured to introduce detailed knowledge. Within schools, this division is supported by the perception that numerical, and technical considerations, inhibit creativity and fluid output.
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Alonso Rohner, Evelyn, José Antonio Sosa Díaz-Saavedra, and Héctor Julián García Sánchez. "Inmunoterapias costeras." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11566.
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In the light of the comprehensive nature of teaching architecture, it is conceivable to use teaching strategies that specifically prioritise certain aspects or components of the design process over others. After a cross analysis of some of these, a teaching experience was designed that aimed to reinforce the link between thought and form, in order to strengthen the students' capacity to research architectural solutions that are based on critical and methodical thinking. The purpose was to raise students' awareness of the value of becoming seismographers of our times. To interest them in subjects that form part of their daily lives and, consequently, part of an architect's integral training. The methodology used tried to develop the students' ability to collaborate, to think systematically, to work towards strategic and tactical thinking, thus strengthening creativity and critical thinking. Skills that are, after all, essential for moving in a future of uncertainty. Entendiendo el carácter generalista de la docencia arquitectónica, cabe aplicar estrategias docentes deliberadamente sesgadas que acentúen determinados componentes del proyecto y procesos sobre los otros. Tras un análisis comparativo sobre algunas de estas, se plantea una experiencia docente que busca reforzar el vínculo entre el pensamiento y la forma, persiguiendo reforzar en el alumno su capacidad para indagar en respuestas arquitectónicas que partan del pensamiento crítico y metódico. El objetivo es hacerle visible la importancia de ser sismógrafos de nuestro tiempo. Interesarle por temas que forman parte de su día a día y por tanto también, de la formación integral del arquitecto. Desde la metodología usada se intenta desarrollar la capacidad de los estudiantes para colaborar, pensar sistemáticamente, acercarse al pensamiento estratégico y táctico fortaleciendo la creatividad y el pensamiento crítico. Habilidades que al fin y al cabo son necesarias para moverse en un futuro de incertidumbres.
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Hubbard, Layne Jackson, Yifan Chen, Eliana Colunga, Pilyoung Kim, and Tom Yeh. "Child-Robot Interaction to Integrate Reflective Storytelling Into Creative Play." In C&C '21: Creativity and Cognition. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450741.3465254.
Full textReports on the topic "Integral creativity"
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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3860.
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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.