Creativity, innovation are this rhizomatic concepts? Questions to orient

bthamerJD_Afb8_300Creativity is a difficult subject in science. What is creativity, is a difficult question. Do You know an answer?
Could rhizomatic learning be a way to become a more creative person?
How does rhizomatic learning (whatever that may be) grow into creativity?
Innovation is “typically understood as the successful introduction of something new and useful” (Dasgupta & Gupta, 2009). These may include new methods, practices, techniques, products or services. Is innovation creativity?
I want to be a bit more adventurous with the things I do Is rhizomatic learning more adventurous than “middle of the road learning”.
Exists some psychological barrier to prevent students, humans from rhizomatic learning, or is it cultural? ( that cMOOCs are not necessarily scalable across contexts because not all people feel comfortable with the technology or the lack of structure or info overload,)

Is cheating a creative strategy?
It seems that the boundaries between plagiarism and repurposing, what is creativity and what is not, remain very blurred and a bit of a minefield. Or is plagiarism a new and inhuman way to claim of ownership of ideas and inventions? Is plagiarism a ‘capitalist’ sin or is it really theft or robbery? How could we learn a language without plagiarism, using the words of another people?
The League of Pragmatic Optimists (LOPO) is an exercise in ‘engineered serendipity’ – a mechanism for diverse people and ideas to bump into each other and create (and deliver) projects that aim to improve things. Is serendipity something rhizomatic?

You are encouraged to comment on this blog.


6 thoughts on “Creativity, innovation are this rhizomatic concepts? Questions to orient

  1. hey jaap – I don’t know if community vs. teacher authority necessarily fosters creativity. Peer criticism and lack of structure can turn some people off. Sometimes peer criticism is harsher than the teacher’s own more gentle, pedagogically-thoughtful criticism (sometimes not!). I think sometimes we delude ourselves with the power of community as a completely “benign” space, when it can also turn quite critical. I’ve seen some really harsh criticism in peer reviews (they say younger academics tend to be harsher) and some quite rude criticism on xMOOC discussion forums. Sure, peers have less “power” to exert in terms of their authority as individuals, but they can still hamper someone’s creativity. I was taking #edcmooc recently and a colleague felt that some of the criticism of the final project was unhelpful, as each work was a creative one and should be judged on its own terms (or that even the creator should not care about others’ judgment). I differed because I think if it is part of a formal course, it is alright to expect certain standards – but there is a difference between judging something based on some (hopefully not too strict) standards, and a peer (the projects were peer reviewed) judging the work based on what they think they should have seen. I had a v hard time judging one of the projects I was meant to judge because it was in a foreign language!!! I actually found another person on the MOOC who spoke the language to help me judge. I still felt bad for failing the project… do you get where I’m going here? (sorry for the long post)

  2. Thanks for your comments. Peers and teachers could destroy creativity by nasty feedback. Some creativity is disruptive or threatening and stepping over limits. This disruptive creativity will cause hostility. Schools are institutions to guard knowledge, schools are conservative, so creativity and schools that is a difficult partnership.
    Some people are not capable of giving feedback.

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