Knowledge transformers : a link between learning and creativity

The purpose of this paper is to investigate whether knowledge transformers that are featured in the learning process are also present in the creative process. First, this was achieved by reviewing accounts of inventions and discoveries with the view of explaining them in terms of knowledge transformers. Second, this was achieved by reviewing models and theories of creativity and identifying the existence of the knowledge transformers. The investigation shows that there is some evidence to show that the creative process can be explained through knowledge transformers. Hence, it is suggested that one of links between learning and creativity is through the knowledge transformers

Creative Destruction and Productive Preemption

We develop a theory of commercialization mode (entry or sale) of entrepreneurial inventions into oligopoly, and show that an invention of higher quality is more likely to be sold (or licensed) to an incumbent due to strategic product market effects on the sales price. Moreover, preemptive acquisitions by incumbents are shown to stimulate the process of creative destruction by increasing the entrepreneurial effort allocated to high-quality invention projects. Using detailed data on patents granted to small firms and individuals, we find evidence that high-quality inventions are often sold, and that they are sold under bidding competition.Acquisitions; Entrepreneurship; Innovation; Start-ups; Patent; Ownership; Quality

Проблемы объективизации педагогического творчества

In diesem Artikel handelt es sich um die Wichtigkeit der Einfuehrung der Bildungsstandards fuer die internationale Zusammenarbeit auf dem Gebiet des Bildungswesens, und zwar, um die Standardisierung der paedagogischen Innovationen. Die Autoren haben ein der moeglichen Modelle vom paedagogischen Schaffen ausgearbeitet. Das paedagogische Schaffen besteht aus paedagogischer Entdeckung, Erfindung und Innovationen. Im Artikel werden die Moeglichkeiten der Objektivierung vom paedagogichen Schaffen am Beispiel des paedagogischen Erfindungswesens eroertert. Es wurden Kriterien der Patentfaehigkeit von paedagogischen Erfindungen aenlich dem technischen Erfindungswesen ausgearbeitet. Zum Schluss schlagen die Autoren vor, die internationale Klassifikation von paedagogischen Erfindungen zu schaffenThe main point of the article is the importance of introducing new educational standards for international cooperation, m particular, in the field of pedagogical innovation technologies. The authors designed one of the possible approaches to concepts and terms denoting realities of pedagogical creative process consisting of a discovery, an invention and innovations; the objects of the pedagogical creative process are pointed out and investigated. The articles pay attention to the possibilities of pedagogical creativity objectivation taking pedagogical inventing as a model. Criteria of pedagogical inventions feasibility were worked out on the basis of the analogy with technical inventions. The authors draw a conclusion about the necessity to set up an international classification of pedagogical inventions and to arrange the publishing of a patent journal "Pedagogical Inventions

Innovations

Innovation is a new device, providing qualitative increase in the efficiency of processes or products demanded by the market. It is the end result of human intellectual activity, his imagination, creative process, discoveries, inventions and rationalization. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/3387

Atypical Inventions

Patent law is constantly evolving to accommodate advances in science and technology. But, for a variety of reasons, some aspects of patent doctrine have not evolved over time leading to a growing disconnect between the patent system and certain technical communities. Particularly vulnerable to the ill effects of this disconnect are atypical inventions, which this Article definesas those in which either (1) a technical aspect of the invention or the inventive process does not conform to an established legal standard in patent law or (2) the technical underpinnings of the invention depart from well-established scientific paradigms. An example of the former is an invention which occurs by accident; an example of the latter is an invention which seems incredible in light of contemporary knowledge in the relevant field. Since these inventions often spark a paradigm shift in scientific and technological understanding, hey have a high likelihood of stimulating significant creative activity and ultimately promoting the patent system\u27s overarching goal to promote scientific and technological progress. Thus, this Article argues that the patent system should evolve to better accommodate these inventions

Elementary school pupils’ co-inventions : products and pupils’ reflections on processes

The study focuses on examining elementary pupils' (N = 42, 11-13 years old) reflections on collaborative design processes, team collaboration and their co-inventions. Digital and traditional fabrication technologies were used in a 2-year co-invention project containing approximately 16 sessions during year 1 and 11 sessions in year 2. Between the two project periods, the pupils were asked to write a structured essay about their co-invention and design process, and in year 2 they kept journal notes in each team's design-folder. Each pupil's structured essay was analyzed with qualitative content analysis that focused on three main aspects: (1) description of the co-invention, (2) progress of the co-invention process and (3) quality of collaboration. Based on the essay analysis, we constructed a "Co-invention Table" with five categories: user, conceptual design, technical design, appearance, and construction. The nature of the 13 pupil-teams' co-inventions varied greatly, and these co-inventions were divided according to three main functions: (1) improving cleanliness, (2) providing reminders or (3) addressing well-being. The essays provided information on how creative ideas were generated and how critical thinking and evaluation of ideas were crucial in improving ideas for further development. The collaboration was dependent on everyone's active and equal participation into work and the importance of an adequate division of the labor was highlighted.Peer reviewe

Uprising of Creation in Education

This research (Uprising of Creation in Education) aims at defining the importance of creativity in education, and its reflection on the elements of the educational process. Creativity is regarded an important element in the nations progress, which depends on the minds of their sons. Creativity became the language of the present age, after the transformation of the educational and psychological scientists interest from studying the intellectual student to the study of creative student, and the factors that contribute in his creativity, and the role of university and the educational institution in developing and promoting the students' capacities in creativity, innovation, novelty, originality, elasticity, and criticizing thinking. The researcher concluded a group of results like: Technological, perceptive and pragmatic revolution, discoveries, and modern inventions are fruitful results of the creativity of scientists. The researcher recommended conducting studies about employing the achievements of creative revolution in education, and its role in solving social problems. Keywords’: Uprising, Creativity, Educational Process, Innovation, Novelty, Originality, Elasticity, Criticizing Thinking.

Інвенційно-стратегіальна модель розвитку творчо обдарованої особистості

Творчість розглядається як еволюційно зумовлена імовірнісна форма випереджувальної адаптації до оточуючого світу. Основою розвитку творчості є інвенції – спонтанні відхилення від зразків діяльності і поведінки. Доводиться, що розвиток творчо обдарованої особистості – це соціально регульований процес, пов’язаний із засвоєнням соціально схвалюваних діяльностей, які завдяки інвенціям і суб’єктній активності ведуть до розвитку творчих здібностей.Creativity is considered as evolutionary determined form of probability of outstripped adaptation to the environment. The basis of creativity development in early age is inventions – spontaneous deviation from the activity and behavior models. It is proved that the development of creatively gifted personality is a so-cially regulated process connected to the acquiring of socially approved activi-ties which, owing to the inventions and subjective activity, lead to the develop-ment of creative abilities.Творчество рассматривается как эволюционно предопределенная вероятностная форма опережающей адаптации к окружающему миру. Основой развития творчества есть инвенции – спонтанные отклонения от образцов деятельности и поведения. Доказывается, что развитие творчески одаренной личности – это социально регулируемый процесс, связанный с усвоением социально одобряемых деятельностей, которые благодаря инвенциям и субъектной активности ведут к развитию творческих способностей

Інвенційно-стратегіальна модель розвитку творчо обдарованої особистості

Творчість розглядається як еволюційно зумовлена імовірнісна форма випереджувальної адаптації до оточуючого світу. Основою розвитку творчості є інвенції – спонтанні відхилення від зразків діяльності і поведінки. Доводиться, що розвиток творчо обдарованої особистості – це соціально регульований процес, пов’язаний із засвоєнням соціально схвалюваних діяльностей, які завдяки інвенціям і суб’єктній активності ведуть до розвитку творчих здібностей.Creativity is considered as evolutionary determined form of probability of outstripped adaptation to the environment. The basis of creativity development in early age is inventions – spontaneous deviation from the activity and behavior models. It is proved that the development of creatively gifted personality is a so-cially regulated process connected to the acquiring of socially approved activi-ties which, owing to the inventions and subjective activity, lead to the develop-ment of creative abilities.Творчество рассматривается как эволюционно предопределенная вероятностная форма опережающей адаптации к окружающему миру. Основой развития творчества есть инвенции – спонтанные отклонения от образцов деятельности и поведения. Доказывается, что развитие творчески одаренной личности – это социально регулируемый процесс, связанный с усвоением социально одобряемых деятельностей, которые благодаря инвенциям и субъектной активности ведут к развитию творческих способностей