I'll paraphrase rather than linking to it. It fits with what Bill
says on politics, though the focus is 'creativity'
ScienceDaily (Sep. 3, 2011) — Most people view creativity as an asset
-- until they come across a creative idea. That's because creativity
not only reveals new perspectives; it promotes a sense of
uncertainty. The next time your great idea at work elicits silence or
eye rolls, you might just pity those co-workers. Fresh research
indicates they don't even know what a creative idea looks like and
that creativity, hailed as a positive change agent, actually makes
people squirm.
"How is it that people say they want creativity but in reality often
reject it?" said Jack Goncalo, ILR School assistant professor of
organizational behavior and co-author of research to be published in
an upcoming issue of the journal Psychological Science. The paper
reports on two 2010 experiments at the University of Pennsylvania
involving more than 200 people.
The studies' findings include:
Creative ideas are by definition novel, and novelty can trigger
feelings of uncertainty that make most people uncomfortable.
People dismiss creative ideas in favor of ideas that are purely
practical -- tried and true.
Objective evidence shoring up the validity of a creative proposal does
not motivate people to accept it.
Anti-creativity bias is so subtle that people are unaware of it, which
can interfere with their ability to recognize a creative idea.
For example, subjects had a negative reaction to a running shoe
equipped with nanotechnology that adjusted fabric thickness to cool
the foot and reduce blisters.
To uncover bias against creativity, the researchers used a subtle
technique to measure unconscious bias -- the kind to which people may
not want to admit, such as racism. Results revealed that while people
explicitly claimed to desire creative ideas, they actually associated
creative ideas with negative words such as "vomit," "poison" and
"agony."
Goncalo said this bias caused subjects to reject ideas for new
products that were novel and high quality.
"Our findings imply a deep irony," wrote the authors, who also include
Jennifer Mueller of the University of Pennsylvania and Shimul Melwani
of the University of North Carolina, Chapel Hill. "Revealing the
existence and nature of a bias against creativity can help explain why
people might reject creative ideas and stifle scientific advancements,
even in the face of strong intentions to the contrary."
Uncertainty drives the search for and generation of creative ideas,
but "uncertainty also makes us less able to recognize creativity,
perhaps when we need it most," the researchers wrote. "Revealing the
existence and nature of a bias against creativity can help explain why
people might reject creative ideas and stifle scientific advancements,
even in the face of strong intentions to the contrary. ... The field
of creativity may need to shift its current focus from identifying how
to generate more creative ideas to identify how to help innovative
institutions recognize and accept creativity."
Actually, I ended up cutting and pasting - this summary stands for
itself. Academics, as a rule, wouldn't experience creativity if it
was a fish that walked across the room and slapped them in the face
and most can't accept that many ordinary people can do it and they
can't. I don't want to produce anything for the market either rigsy
(I really used to see that 'b' in your name - something reinforced by
finding your wit a bit like the character in the sit-com). And I'm
aware of the trance Orn and think a lot of the glitz rigsy mentioned
is needed by those in it as a kind of opium.
I never did the kind of research above, but this stuff matches the
broad tenets of my creativity classes and what I tried to do in
company change. The kids I've know (including me as one) hate
situations in which they discover something they didn't know. We are
kept in a perpetual 'child hood' though I have no objection to any
solace found in literature.
On Sep 3, 1:21 pm, ornamentalmind <ornsmindseyes...@yahoo.com> wrote:
> Besides sharing different stories of political analysis with friends,
> I continue to drive home the truth that as long as people in the USA
> stay in the trance of believing that voting for someone not in the two
> main parties is 'throwing away a vote' (a notion most likely
>I came across promulgated by these two parties) there will be little to no
> responsiveness to what 'we the people' want…something that is
> obviously ignored these days. When a politician actually might have to
> be responsive and yes, even be congruent in word and deed, only then
> can our form of representative democracy have any impact on how those
> selected to lead will not only act but actually be chosen rather than
> remaining in the terror that one might vote for someone who stands the
> chance of not winning!
>
> To me, throwing away a vote is voting for the status quo.
>
> Sadly, the trance state remains in full force today.
>
> On Sep 3, 4:27 am, rigsy03 <rigs...@gmail.com> wrote:
>
>
>
>
>
>
>
> > I am trying to think about how we could improve the minds/choices of
> > voters but get stumped. Part of the problem is that classical
> > educations do not always translate into common sense in real life- one
> > still must scrub the floors in those ivory towers. But I think most
> > attend college/grad studies with a work goal in mind these days. I
> > remember shop classes and vocational schools in public highschools but
> > perhaps that would invite a lawsuit by the ACLU these days- who knows?
> > And manufacturing/labor needs have changed drastically in our day due
> > to automation, robots and technology as well as every aspect of modern
> > life from home to office. So there is this vacuume. On the other hand,
> > I find great solace in my books and interests but since I refuse to
> > produce anything for the market, I guess I am worthless. :-) Oh- and I
> > decided to quit going to funerals altogether save my own.
>
> > The military is another consideration as a form of "education" and
> > employment.
>
> > I came across your screen name in my old class notes- just a line or
> > two re Plato and his visit.
>
> > Another problem with setting up a culture/form of government is that
> > you still are left with human nature!
>
> > On Sep 2, 10:14 am, archytas <nwte...@gmail.com> wrote:
>
> > > I'm no expert on the Greeks to be sure. I remember that women got to
> > > leave home when they were about 60 to go to funerals! I understand
> > > the 'men of their time' arguments - and we tend to forget Greece is
> > > really middle eastern - but I have real problems with the 'high'
> > > philosophy and no grasp of the wrongs on the treatment of slavery,
> > > indenture and women. It hardly suggests much of a route to a
> > > materially enlightened society. The Italian aristocracy was almost
> > > exclusively homosexual in the 17th century and much of the Middle East
> > > remains 'homosocial'. In scientific argument and practice we often
> > > work hard at excluding wads of common sense and religious muck under
> > > pretense of objectivity, yet we are really trying to include all
> > > options that aren't ludicrous (and we entertain these too to some
> > > extent). I find human thinking that ends up with notions that a sex
> > > or race is 'unequal' or unmeriting not wrong but intolerable, but this
> > > doesn't lead me to believe we can't have abortion or not give deaf
> > > people hearing if we can (and so on) - the intolerable remains a
> > > heuristic open to situational particularism. Equality doesn;t mean I
> > > won't lift the heavy box, think sport should be unisex, regard men as
> > > potential sexual partners and so on - but it does mean I don't approve
> > > of daft notions of banning girls from playing soccer because they
> > > can't share the changing rooms. And it does mean I tend to despise
> > > argument that excludes what should matter in the pretense of
> > > objectivity. Our people who can't do much academic are not sub-human,
> > > but I suspect much intellectualism is - including daft economists
> > > suggesting inter-generational mortgages, or that we have to have a
> > > super-rich for the benefit of all. I am not led to conclusion much
> > > and think this is a result of perverse schooling and a fixation with
> > > 'strong leadership'. My guess is we need moral assertion on the basis
> > > of likely outcomes on social issues and that we are ignoring an
> > > interesting history of this at our peril, including the distraction
> > > from actual change that wordy words becomes when we lack courage. The
> > > key in this is probably deep in a form of mentality that can't work
> > > out the metaphor of fiddling while Rome burns or banksterism as a
> > > criminally organised road to serfdom. Socrates called the unexamined
> > > life pointless and its easy to agree faced with yet another class of
> > > students who don't read, populations who vote 'on the economy stupid'
> > > knowing nothing of economics - yet he was wrong. What we have failed
> > > to do is provide the technology of it that people can use.
>
> > > On Sep 2, 1:05 am, rigsy03 <rigs...@gmail.com> wrote:
>
> > > > I dug up the file this afternoon- Spring "73- no mention of the
> > > > professor's name but a reference to Tuft's- another university. He was
> > > > older and soft spoken- his shirt sleeves had been shortened for some
> > > > reason. I got an "A" for the final grade so I must have hooked into
> > > > the material and my notes look complete and tidy. The course covered
> > > > more than Plato- it was called Greek Thought/Classics Dept.- and I was
> > > > taking 3 other courses that quarter. But this simply opened a can of
> > > > worms=memory.
>
> > > > So all these years, Plato just sat waiting with a collection of Modern
> > > > Library books- so out of sight-out of mind! In the meantime, I had my
> > > > hands full with ordinary life plus in Plato's world I would have been
> > > > stuck at home. I thought the Greeks preferred young boys and wives
> > > > were for breeding- though Pericles seems to have loved Aspasia...
>
> > > > On Sep 1, 5:56 pm, archytas <nwte...@gmail.com> wrote:
>
> > > > > You may have been taught without a caste or read Plato through someone
> > > > > who liked him rigsy. I even teach Kierkegaard as a Danish humourist.
> > > > > I found PLato as despicable as Joseph Heller in 'Picture This' or
> > > > > Popper in vol. 1 of The Enemies of the Open Society. There seems no
> > > > > reason to regard an elite who can learn at least some of what's hard
> > > > > to special privileges, but at the sane time trying to mash the stuff
> > > > > into people's heads by academic means seems cruel. I share something
> > > > > of Vam's view that a small number in power create a system that causes
> > > > > great discomfort and disempowers others (social mice are a good study
> > > > > in point). Finland gets a lot of its people to high standards of
> > > > > education (one can google the PISA studies) - so there's a lot we
> > > > > could do.
> > > > > The problem as I see it is that we educate to make people 'successful'
> > > > > in a society that has gone wrong instead of to change it. And the
> > > > > vast majority can't cope with what we have made this education and I
> > > > > now believe this is cruel. I guess what I want to see is a society in
> > > > > which people can fit in without a caste system or some equality in
> > > > > mediocrity. Democracy isn't it for me - I tend to see it and its
> > > > > economics as religious and past sell by date. We need something more
> > > > > peaceful that recognises its been the best game in town and its
> > > > > faults.
> > > > > Education based on making individuals 'moral' or 'virtuous' really has
> > > > > to come after structuring social freedom - we have to be brave enough
> > > > > to try this. A young American student burst into my office some years
> > > > > ago (I don't hold a regular position or teach much now) after a
> > > > > business ethics class. He was appalled by the teacher (my ex-boss - a
> > > > > jerk) and claimed the lesson was just about teaching excuses for bad
> > > > > management behaviour. The ethics teacher was one of the most
> > > > > unethical perverts it had been my misfortune to meet. Soon there was
> > > > > a queue and I was asked to run an alternative. I'd conclude after 20
> > > > > years that much management teaching simply reinforces prejudice and
> > > > > the wrong way to do things. I'd sum it up with something research
> > > > > methods students with work experience say - 'you don't expect us to do
> > > > > any of this at work do you Neil - telling the truth there is like
> > > > > writing a resignation letter'. They are soon assured i don't.
>
> > > > > My feeling is that much early religion may have been about rebellious
> > > > > moral assertion - freedom from indenture. This has been lost and
> > > > > maybe we need something like this back. This is probably what I mean
> > > > > by something 'more simple' Lee. Teaching (effectively) 'honesty is
> > > > > the best policy' seems wrong in a world that doesn't reward honesty -
> > > > > even if one does this through difficult concepts. We need a movement
> > > > > to make life happier and more decent and then maybe John Rawls would
> > > > > make sense. But we can't do it by teaching Rawls. Or by designing
> > > > > the life for Plato's few through massive training in which we become
> > > > > so moral we deign to share wives, in a manner that rather suggests we
> > > > > own them.
>
> > > > > On Sep 1, 4:08 pm, Vam <atewari2...@gmail.com> wrote:
>
> > > > > > Just joining in... with a Wow !
>
> > > > > > Much of what Neil deprecates in ineducable human beings is also
> > > > > > evident in this very group discussion ... morality, ego, ethics,
> > > > > > or read Plato social order / values / effects ... and much talk, many words, wider
> > > > > > canvas, saying for the sake of saying, an activity that satisfies ...
> > > > > > but
>
> ...
>
> read more »
0 comentários:
Postar um comentário