Understanding creativity

We have never seen creativity. More precisely, we have never seen the creative process; what we have seen is the creative individual (ex ante) and the outcome of creativity (ex post). Therefore we try to understand creativity by examining creative individuals and their creations. In this paper we only consider the creation of new knowledge. We draw on a wide variety of backgrounds. We wander into the area of cognitive psychology to investigate who is talented for creativity. We also draw on arts, history and philosophy of science, stories of mystics, some great novels and essays we have read as well as our experience in both working with creatives and creating new knowledge. Based on this shaky foundation we will describe creativity as illumination, through jokes, as a quest for harmony, as being kissed by the muse

How Did Reciprocity Evolve in Online Communication? Turnout of Reciprocal Altruism

Why do we help strangers on the Internet? Sharing our experience, knowledge, or information does not involve a large investment of energy, yet users often expect to be rewarded for sharing their personal resources. Economics and other disciplines call this type of exchange reciprocal altruism. The present research introduces different types of altruism and then deals with reciprocal altruism. It describes how this form of selflessness can appear in social media. The aim of the research is to create an overview of Hungarian and international research, which is the first step of a long-term, comprehensive research project

Tudásrendezés

A döntéstámogatás fogalom alatt sokan döntéshelyettesítést szeretnének érteni. Amíg döntéstámogatásról beszélünk, és közben döntéshelyettesítésre gondolunk, gondjaink lesznek. Az igazi döntéshozó azért szökik, mert nem akarja, hogy egy szoftver lecserélje, a hamisnak meg azért nincs helye, mert éppen ezt akarja. A döntéstámogatás lejáratott fogalmát tudásrendezésre cseréljük. A szakértő tudá-sának rendezése egy folyamat, melyet nem egy számítógépes program hajt végre, hanem egy ember, a tudásrendező. Ehhez használ egy programot, amit keretrend-szernek hívunk. A nevét onnan kapta, hogy a tudásrendezés folyamatának kereteit adja meg, nem pedig elvégzi a tudásrendezést. A Doctus tudásbázisú keretrendszer (shell) alkalmazási lehetőségeit mutatjuk be a cikkben

A honi állami egyetem mint tudásalkotó szervezet egyes szervezeti tulajdonságai

A szerzők a honi állami egyetem, mint tudásalkotó szervezet egyes szervezeti tulajdonságait mutatják be a Budapesti Műszaki és Gazdaságtudományi Egyetemen megfigyelt szervezetimagatartás-formákat alapul véve. A tanulmányban megvizsgálják, hogy melyek azok a – gyenge erősségű piaci környezetben működő – tudásvállalati szervezeti viselkedési jegyek, melyek leginkább befolyásolják valamely állami egyetem szervezeti tulajdonságait. A vizsgálathoz kiindulásképpen feltételezték, hogy az egyetemek kreatív szervezetek

A szakértő tudása

Miként kapcsolódnak össze a tudás elemei a szakértő fejében a döntés pillanatában? A szerző a döntéshozatal folyamatáról, a tudás modellezhetőségéről ír tanulmányában

Facts, skills and intuition : A typology of personal knowledge

This paper introduces a knowledge model in which the types of knowledge are formed according to the nature of knowledge. First we use Ryle’s distinction of “that” and “how” knowledge, to which we add further three types. The five knowledge types are then synthesized using Polanyi’s distinction of focal and subsidiary awareness. The resulting model distinguishes three types of knowledge, the facts, the skills, and the intuition; all three having focal and subsidiary parts. We believe that this knowledge model is comprehensive in the sense that can classify any knowledge and it also has great explanatory power, as it is demonstrated through illustrative examples. Moreover, the model is elegant and easy to use, which facilitates our understanding of the domain of personal knowledge. Therefore we expect our findings to be useful for both researchers and educators in the field of knowledge and knowledge management

MABE methodological framework

The MABE Methodological Framework aims to understand Value-Based Learning Organizations. The e-leaders (decision takers of these organizations) can only communicate using a hazy hierarchy of metaphors as the new ideas cannot be expressed using the old terminology. They and their organizations exist in a business world, in which the functioning is dominated by software; the employees are expected to be skilled searchers. We assume that the decision takers can change their attitude towards the set of expectations and their relations when facing a new solution; thus, they can achieve to get an objectionless solution. This requires a new mode of cognition, which we call the opportunistic browsing. Furthermore, they have to ensure that the decision they have taken is ethically correct, and as there is no single truth they need to adopt pluralistic ethics. The established framework is used to analyze the decisions of the e-leader, who keeps the original decisions to herself/himself and delegates the routine ones, thus achieving increased efficiency and effectiveness resulting in cost reduction and time savings

Knowledge sharing by knowledge factory

The members of e-community are qualified on the partner basis (from whom he/she knows and where he/she passes the found knowledge). The knowledge is divided, not on the basis of organizational forms and standards. The organizational knowledge maps are mostly false inventories, as the stock -taking is possible only within the frameworks of other culture reliance. The Intelligent Portal contains artificial intelligence. First we use Doctus KBS shell to create knowledge-bases for particular decisions. Hard data are retrieved from databases and soft information from knowledge-bases. If we understand the matter of the web then we can use the interactivity to comprehend the new knowledge on the basis of Linux (free software) development conception. The easiest way to understand is to distinguish free pub-talk from free beer. Corporate University does not give away knowledge free, but we can freely talk about it or even modify it. This idea is based on following: everybody is free to access the knowledge shaped on the desk, to customize it, to spread either the customized or the desk-shaped knowledge. In the knowledge factory we realize the cooperation among experts on internet. Knowledge factory is more than a useful blend of newsgroup and forum

Business creativity : an evolutionary approach

Skype innovated the communication and was acquired by eBay for nearly $4 billion altogether. They did something good and now they also do well. There are companies which reject any kinds of change but also seem to be doing well. How are both possible? In this paper we attempt to answer this question by establishing an evolutionary framework to examine organizations and particularly their approach to creativity and innovation. We re-examine the Neo-Darwinian school of evolution and formulate some objections while accepting some ideas, mostly from the Neo rather than from the Darwinian part; thus establishing our own evolutionary framework. Within this framework we discuss the evolution of ideas and the knowledge increase to understand the educational background of new generation decision takers. We also review the changes of the organizational strategy in the e-age; to get a picture of the organizational context of creativity and innovation we discuss the role of the dynamic and static quality in e-age organizations. Pulling all these together we describe four fitness categories of innovation; we use animal names as metaphors of the categories: the first swallows, the parrots that repeat, the bear awaking form the winter-long hibernation, and the frog that enjoys itself in the changeless swamp. One fitness is not better than another, only your fitness and your habitat (fitness landscape) must be in harmony. That we need for survival

Scenarios for f-learning

In this paper we take the idea of e-learning a step further, from '' e '' to '' f '', indicating that the post-e-learning is on the doorstep. The '' f '' stands for freedom focusing on the freedom of the f-learner. As we will show, the demand for the freedom of the f-learner imposes certain boundaries to the freedom of the f-teacher - this is what we propose to handle by adopting the f-learning scenarios. For this quest we have developed a systems-description of the increase of personal knowledge, we analyze the interaction of the individual and organizational value systems, and we examine the possibilities of standardization of the user inter-faces to finally be able to offer scenarios for f-learning. More precisely, we do not offer instant scenarios applicable in any situation but a conception of how scenarios can be developed, what they should contain and what should be taken into consideration during the development. The outcome of this research also indicates some new problems regarding the roles identified in f-learning