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Complexity theories gained prominence in the 1990s with a focus on self-organising and complex adaptive systems. Since then, complexity theory has become one of the fastest growing topics in both the natural and social sciences, and touted as a revolutionary way of understanding the behaviour of complex systems. This book uses complexity theory to surface and challenge the deeply held cultural assumptions that shape how we think about reality and knowledge. In doing so it shows how our traditional approaches to generating and applying knowledge may be paradoxically exacerbating some of the ‘wicked’ environmental problems we are currently facing. The author proposes an innovative and compelling argument for rejecting old constructs of knowledge transfer, adaptive management and adaptive capacity. The book also presents a distinctively coherent and comprehensive synthesis of cognition, learning, knowledge and organizing from a complexity perspective. It concludes with a reconceptualization of the problem of knowledge transfer from a complexity perspective, proposing the concept of creative capacity as an alternative to adaptive capacity as a measure of resilience in socio-ecological systems. Although written from an environmental management perspective, it is relevant to the broader natural sciences and to a range of other disciplines, including knowledge management, organizational learning, organizational management, and the philosophy of science.
Based on a theoretical analysis and supported by both explorative qualitative and quantitative research, this book examines the many reasons why an initiative becomes an innovation and why some organizations are better at innovation than others. Developing Capacity for Innovation in Complex Systems offers insights into the history of the idea of innovation, as well as knowledge around different discourses on innovation. The purpose of this book is to help organisations further their aspirations and work with innovation. It is based on three premises: (1) that capacity can be developed, (2) that it is worthwhile trying to do so, and (3) there are however no guarantees for success. Providing a comprehensive view of innovation and discussing the theoretical challenges, the book contributes towards a holistic theory for capacity building for innovation. The book conveys frameworks, methodologies, and tools that are used in terms of innovation, and it explains positive strategies for innovation that are being developed. Complexity theory is presented and attributed to the construct of innovation to further the understanding of the intricacies and fallacies of innovation work. This book will be of direct interest to scholars and subject matter experts in the field of innovation management. Business leaders and reflective practitioners will find the content relevant and accessible.
This book examines the content of a complex perfective anthropology beyond absolute, abstract, negative and minimalist readings. A rich sense of perfection is here to stay because of the ineradicable existential role of gradational estimation in terms of better and worse. The first section focuses on the connection between hermeneutics and perfectionism. The author claims that a hermeneutical conception of interpretation unavoidably implies a perfective scheme of better and worse, and that a contemporary perfectionism should be based exactly on a hermeneutical theory of interpretation. The second section introduces a differentiated language of perfection as positive. The author argues that we need a plurivocal list of kinds and levels of perfection as to be able to reach a higher sense of estimation. Human appraisal itself, so it turns out, can be undertaken in better and worse ways. The third section consolidates and extends the idea of a perfective anthropology. Here we are brought to a consideration of ourselves as organisms of a certain kind, of the personalised aspects of the human quest for perfection, of perfective experience in the context of concrete practices, and of the possibility of future perfection. The book ends with a chapter on environmental perfectionism, arguing that a benign human interpretation of non-human nature should include a careful application of the perfective concept of a life story to the realm of plants and animals. This application is meant to underscore the moral insight that we are not the only heroes of perfective being.
In recent years there has been growing scientific interest in the triangular relationship between knowledge. complexity and innovation systems. The concept of'innovation systems' carries the idea that innovations do not originate as isolated discrete phenomena, but are generated through the interaction of a number of actors or agents. This set of actors and interactions possess certain specific characteristics that tend to remain over time. Such characteristics are also shared by national, regional, sectoral and technological interaction systems. They can all be represented as sets of [institutional] actors and interactions, whose ultimate goal is the production and diffusion of knowledge. The major theoretical and policy problem posed by these systems is that knowledge is generated not only by individuals and organisations, but also by the often complex pattern of interaction between them. To understand how organisations create new products, new production techniques and new organisational forms is important. An even more fundamental need is to understand how organisations create new knowledge if this knowledge creation lies in the mobilisation and conversion of tacit knowledge. Although much has been written about the importance of knowledge in management, little attention has been paid to how knowledge is created and how the knowledge creation process is managed. The third component of the research triangle concerns complexity.
In a rapidly changing world the importance of creativity is more apparent than ever. As a result, creativity is now essential in education. Creative Dimensions of Teaching and Learning in the 21st Century appeals to educators across disciplines teaching at every age level who are challenged daily to develop creative practices that promote innovation, critical thinking and problem solving. The thirty-five original chapters written by educators from different disciplines focus on theoretical and practical strategies for teaching creatively in contexts ranging from mathematics to music, art education to second language learning, aboriginal wisdom to technology and STEM. They explore and illustrate deep learning that is connected to issues vital in education – innovation, identity, engagement, relevance, interaction, collaboration, on-line learning, dynamic assessment, learner autonomy, sensory awareness, social justice, aesthetics, critical thinking, digital media, multi-modal literacy and more. The editors and authors share their passion for creativity, teaching, learning, curriculum, and teacher education in this collection that critically examines creative practices that are appearing in today’s public schools, post-secondary institutions and adult and community learning centres. Creativity is transforming education in the 21st century.
In an increasingly complex world the natural human inclination is to oversimplify issues and problems to make them seem more comprehensible and less threatening. This tendency usually generates forms of dogmatism that diminish our ability to think creatively and to develop worthy talents. Fortunately, complexity theory is giving us ways to make sense of intricate, evolving phenomena. This book represents a broad, interdisciplinary application of complexity theory to a wide variety of phenomena in general education, STEM education, learner diversity and special education, social-emotional development, organizational leadership, urban planning, and the history of philosophy. The contributors provide nuanced analyses of the structures and dynamics of complex adaptive systems in these academic and professional fields.
This Handbook shows the enormous impetus given to the scientific debate by linking planning as a science of purposeful interventions and complexity as a science of spontaneous change and non-linear development. Emphasising the importance of merging planning and complexity, this comprehensive Handbook also clarifies key concepts and theories, presents examples on planning and complexity and proposes new ideas and methods which emerge from synthesising the discipline of spatial planning with complexity sciences.
There is an increased interest in integrating insights from the complexity sciences to studies of governance and policy. While the issue has been debated, and the term of ‘complexity’ has multiple and sometimes contested interpretations, it is also clear the field has spurred a number of interesting theoretical and empirical efforts. The book includes key thinkers in the field, elaborates on different analytical approaches in studying governance, institutions and policy in the face of complexity, and showcases empirical applications and insights.
How notions of creativity have evolved to serve the goals of neoliberalism--and what we can do about it
Spark continual creative growth for both learners and educators. Creativity is a key ingredient for success in the knowledge economy of the 21st century, where skills such as collaboration, communication, and critical thinking are central. Most educators agree that encouraging creativity must become a central goal in the classroom, but they face an ongoing struggle to build and maintain an environment that promotes their students’ creative development. In Creative Development: Transforming Education through Design Thinking, Innovation, and Invention, Robert Kelly equips educators with the theory, strategies, and tactics that allow creativity to flourish. Creative Development features voices from the field to showcase practical, real-life examples of successfully fostering creative development in education. Topics include: How to create an educational culture conducive to creative development. Effective instructional design and assessment as creativity. Bridging the gap between design thinking and design doing. Teacher education and training for creative classrooms. Key vocabulary and theory in the field of creativity.