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Modern technology
Advancement of technology since the modern era
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What is beneath this innovative boom? What is fueling the creativity of our youth? Do we claim some sort of creative superiority to our predecessors? Or, in fact, is it completely to the credit of those who lived before us that we are where we are today? This active rise of perpetual modernization did not come from thin air. Arguably, there aren’t any new ideas at all- only redesigned ones.
None of our modern technology came from new ideas. Rather, our modern innovations were only accomplished through a historical build-up- a long line of seemingly unrelated inventions. By way of explanation through example, the authors’ of The Big Idea: How Breakthroughs of The Past Shape The Future, traced cloud computing, an extremely modern phenomenon, all the way back to 3000 B.C. Traditionally, computing relied on a physical infrastructure, which could be costly. (Ferris, 2011, p. 48) Now, companies don’t have to buy individual software for all of their employees; a single application run via the internet can be accessed by multiple users automatically. (Ferris, 2011, p. 48) To explain this innovation, the National Geographic team began their journey in 3000 B.C., when the Chinese invented the abacus. (Ferris, 2011, p. 59) On a timeline that spanned over 10 lengthy pages, they described invention after connected invention, clearly demonstrating how
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Mihalyi Csikszentmihalyi, professor and former chairman of the Department of Psychology at the University of Chicago and a leading psychologist in the world of positive psychology, defines creativity as “any act, idea, or product that changes an existing domain, or that transforms an existing domain into a new one.” (Csikszentmihalyi, 1996, p. 28) His definition states that creativity is an idea that comes from somewhere. Humans do not have the ability to think of something completely original. Everything we think, whether it is consciously or subconsciously, is based on previous
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
...nced, the information our subconscious soaks up. Creativity is what combines our consciousness with our subconscious, which helps us with things such as problem solving, strategizing, and art.
Music and other art forms often go hand in hand. Creativity is not just a one-note deal or rather it is not confined to a singular aspect or form. Oftentimes it is interlaced into many forms, such as, music, writing, artwork, fashion and much more. Like a tree, creativity grows and extends out into infinite directions rooting itself in society. One such artist is Brandon Boyd. During the day he is a contemporary artist and by night he is a singer-songwriter for an internationally recognized rock band, Incubus. Some of their songs include; “Pardon Me” form the album entitled, When Incubus Attacks Vol. 1, and “Drive, “Dig,” and “Oil and Water,” three of my favorites, from the album entitled, Monuments and Melodies and “Sad Sick Little World” from the album entitled, A Crow Left of the Murder. In a 2009 interview with CNN, Brandon said it best, when asked, “So what does art fulfill in you that you don’t get out of music?”
Gardner describes the creative individual as follows: “The creative individual is a person who regularly solves problems, fashions products, or defines new questions in a domain in a way that is initially considered novel but that ultimately becomes accepted in a particular cultural setting” (Gardner, 1993, p. 35). As I understand this, a creative individual is one who seeks out problems and states or solves them in a way that no one else has previously. Such inno...
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
NACCCE definition of creativity: ‘Imaginative activity fashioned so as to produce outcomes that are both original and of value’(NACCCE, 1999:94).Creativity can motivate children to learn new information through a creative outlook. One of the biggest issues teachers have is between teaching required content and integrating creativity into the daily sessions. The National Curriculum and state standard often create boundaries towards the teacher’s ability to develop the lesson, as the intention of including creativity sometimes resorts in a teacher centred learning environment. The teacher’s role should be to generate lessons and create activities that encourage students to be more open to their creative side. This is vital as it exposes children with varying learning styles to different ways of learning.
Creativity is a complex process to be studied, however a lot of recent researchers in Neuroscience and Education have worked in this topic and have established interesting finding. Involving a great amount of the brain in networks, it is not totally clear the biologic process. However, it seems that the problem in the educative field is not the neurobiology but the neuromythology of creativity. In a first part, creativity will be defined following educative and neuroscientific point of views and limitations in experimentation. In a second part, the neurobiology of creativity will be presented and associated with its cognitive meaning.
Personal and creative expressions are an alternative approach to traditional academic writing. They employ personal experiences to convey anecdotal narratives. Personal narrative in scholarly writing allows for a broader spectrum of emotion, such as empathy, compassion and humanity. This style no longer confines argumentative research to the empirically verifiable. For the reader, creative and personal expression allows for a broader chance of identification with the text. In the 1970s, consciousness-raising was focused on women’s personal experiences (Lecture Slides: January 12). Through personal narratives, consciousness-raising provided an environment in which individuals are able to develop a collective significance
There are many people who believe and consider that creativity is affected by culture, the way that ideas, how concepts are introduced, and developed into a reality. In today’s market, creativity is linked to innovation, which is an appreciated and sought after skill to have in todays changing world. I agree with this statement and declaration with four reasons. The first reason is if we did not let people think of ways to be improve items, then we would not be currently in a place in society with the advancement of technology and new ideas that come out everyday from the people of the world. Secondly, the believed notion that “More Energy is equaled to Better Moods”, which is appropriately true about how creativity is affected by culture. Another reason why creativity is affected by culture is allowing the possibilities and opportunities created by creative minds of our culture. The final reason why creativity is affected by culture is one learns persistence and dedication from the journey they take to be unique and creative; while they create and find new answers that they never knew before using creativity to
What exactly is creativity? To be creative is to understand and connect the small details of our experiences, both good and bad (creative something). Creativity involves a person using his or her original ideas to create something. Artists such as poets, writers, painters, designers, and more use creativity on a regular basis. They use creativity to come up with new ideas and create original works of art. A poet would use his or her creative abilities to write and produce a poem just like a painter would use creativity to paint a painting.
For an effective education creativity needs to be present within all aspects of a primary classroom. So what does it mean to be ‘creative’? According to Sir Ken Robinson “creativity is the process of having original ideas which have value”. Creativity can be demonstrated through the use of technology, problem solving experiments and allowing children the freedom to explore and express new ideas. It is very important to ensure a child can get the best creative education; this is because creativity will give the necessary skills needed for our future. Children must become creative problem solvers if they are in leadership positions as this will help them within society, even though all children may not be in a leadership position it is beneficial for them to have a creative mind-set. Because the world we live in is constantly developing new ideas, concepts and technology, creativity is definitely the most important quality a child can have. Sir Ken Robinson’s, (an international advisor on education) views on creativity in education will be discussed along with New Labour views which includes the National Advisory Committee on Creative and Cultural Education (NACCCE). The 1977 white paper, the open plan for schools, and the 2003 excellence and enjoyment strategy concepts will also be drawn on.
There are many answers to this question. First, creativity is generated in the brain and it is
Since we are born we have imagination and as we grow up this imagination may increase or decrease. Creativity strongly relies in our imagination. Depending on different circumstances people learn to express their creativity openly while other people close themselves and believe they do not have creativity. Creativity is a natural talent that every single human has. Creativity can be used to solve a complex problem in a different manner or just to find innovative ways to have fun. Creativity is thinking out of the box. Even though creativity cannot be taught from scratch there should be a class that is specific for creativity.
Creativity is a skill parents can help their children develop. Since creativity is a key to success in most of what we do, creativity is a core skill that should be practiced with children. Creativity is not limited to artistic and musical expression—it is also essential for science, math, and even social and emotional intelligence. Creative people are more flexible and better problem solvers, which makes them more able to adapt to technological advances and deal with change—as well as take advantage of new opportunities. All in all, creativity is the ability to form new ideas, often from old ideas. Therefore, the factors that affect creativity are not inherited.
In defining Creativity, Franken (1993) refers to the use of imagination or original ideas to create something; it is the tendency to generate ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. Creativity and