Article Review MAS107 Viray, Jean Michaela Z. The Creative Mind: Myths and Mechanisms Humans want to see different creations, not just once. For the reason that if people saw a new creation soon everyone will basically get used to it so the public will demand for more. Not even the geniuses can push aside the topic “creativity” to the public’s eye, the fact that people are there to criticize the work done and artists cannot stop the words or reactions because that is what it is intended for.Public will judge mostly at the creativity that is done, some will try to dig deeper, others have nothing to say. It is said in the article that every year the McArthur Foundation awards a few individuals with “genius grants”, as for these individuals they don’t see themselves as geniuses but people who work with creativity and view things differently.
The awardees have a different or unique way of thinking about things, like in a math class 1 out of the estimated 40 students is thinking of another solution to a problem while the others are following what the professor gave them.And what the spokesperson of the foundation said is true that the individuals was awarded creativity because they know how to improve things or much better, make new things that catches the public’s eye and satisfy the interest. Is one culture inherently more creative than another? Does our educational system enhance or suppress creativity? Is creativity one of the hallmarks of genius, or of human intelligence? Is creativity something that animals and machines cannot do? These are the questions said in the article that provides inkling of how the topic of creativity flows through out the social matrix.Boden is a Fellow of the British Academy and Professor of Philosophy and Psychology in the School of Cognitive Sciences at the University of Sussex, England. She wrote a book entitled “The Creative Mind” in which she ties the creativity into the research of AI (artificial intelligence). She is wondering if the mechanisms of mind studied in AI and cognitive science shed light on the nature of creativity.
To answer her own questions she did a research in a symbolic problem solving models.Well, a simple problem solving is a search but a creative problem solving involves finding important solutions that the other searchers miss and it also enlarges the search space. The last question in the article is if this kind of research is counted as scrutiny? Looking for the answer, the creator of this article has drawn a list of people who have studied creativity and who have a diverse background. (Will name a few people) Ken Haase, an assistant professor of Media Arts and Sciences at MIT where his research interests include knowledge representation, natural language processing, and automatic media description and generation.His doctoral research was in the area of machine discovery and creativity. Roger Lustig studied statistics at Princeton University and musicology at the University of Chicago.
His research interests include Handel, Mozart, and Schoenberg; he has translated Carl Dahlhaus’ The Idea of Absolute Music. David Perkins is senior research associate at the Harvard Graduate School of Education and co-director of Harvard Project Zero, where he investigates critical and creative thinking, understanding, and implications for education.His several books include The Mind’s Best Work on creativity and the just released Outsmarting IQ: The Emerging Science of Learnable Intelligence. Janet Kolodner is a professor in the College of Computing at the Georgia Institute of Technology and director of the EduTech Institute.
Her research interests are in case-based reasoning, computational models of cognition, and the implications of cognition for learning and design of educational technology. Roger C. Schank is John Evans Professor of Electrical Engineering and Computer Science, Professor of Education and Social Policy, and Professor of Psychology at Northwestern University.He is the founder and director of the Institute for the Learning Sciences. He is best known for his work on natural language processing, story understanding, models of learning and memory, and case-based reasoning. His current research interests are in the area of developing innovative computer-based learning environments based on cognitive theories of learning, memory, and reasoning.
His recent books include Tell Me a Story, The Connoisseur’s Guide to the Mind, and Engines for Education.
