• Artists don’t typically start with a hypothesis, or structure their practice to prove that hypothesis. But I think that artistic practice can itself be a form of research and knowledge production. In art, the outcomes may be more open-ended, but they’re driven by a similar process of inquiry and desire for discovery.

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Learning to Think Outside the Box

  • February 11, 2014
  • By a2ru      
Creativity becomes an academic discipline.


On February 5, 2014 The New York Times published a story about creative studies on campus. The article was written by Laura Pappano, a writer in residence at Wellesley Center for Women at Wellesley College, (and author of several books, including “Inside School Turnarounds”).

The subjects interviewed by Pappano discuss the elements of applied creativity such as problem generation, prototyping (“on demand inventiveness”), discovery and failure management. Each of these elements supports process skills.

Process skills are key to innovation because they are a catalyst for problem solving and idea building. When combined with interdisciplinary approaches to problem solving, applied creativity has the potential to yield more than one solution. That means spending more time “doing” versus figuring things out. That’s a benefit worthy of pursuit across campuses.

Link to Full Source: The New York Times