Question Of Creativity Research Articles

On Wine and Fālūdhaj: Questions of Literary Influence and Creativity in the Plagiarism Dispute between al-Sarī al-Raffāʾ and the Khālidī Brothers

Abstract Any critical engagement with the controversial fourth/tenth century plagiarism dispute between the poet al-Sarī al-Raffāʾ and the two Khālidī brothers poses a challenge. This challenge applies to evaluations made by both medieval and modern scholars who address the parties’ arguments with a varying degree of depth. In this article, I attempt to assess the plagiarism allegations and their textual basis within the context of the poetic norms and practices prevalent during that period. Following a discussion of medieval and modern views of the arguments made by the two parties, I will conduct an in-depth analysis of a relevant poetic case to explore questions of literary influence and creativity related to this dispute. The results, disappointing as they may be, show that it is impossible to confidently identify the culprit(s) in this dispute, and yet they shed light on the intricacies of intertextuality in Abbasid-era poetry.

Artificial Intelligence and the question of creativity: Art, data and the sociocultural archive of AI-imaginations

Increasingly artificial intelligence (AI) is employed by artists for creative purposes. At the same time, AI causes significant concerns among creative professionals in terms of copyright violations and possible job loss. To understand how it may be possible to (co)create with AI this article will enter into conversation with Indian artist Harshit Agrawal who is both a designer with Adobe and an artist who works with AI for creative purposes. Introducing the concept of the sociocultural archive comprising AI imaginations as they have featured in popular culture, this article suggests that when we seek to understand how we now live, work and create with AI in the ‘present’, we must also interrogate how this was once envisioned in the ‘past’. This will facilitate a more productive approach to AI for the ‘future’.

Evaluating the quality of posthuman music education research: diffracting quality criteria through response-ability

ABSTRACT Although encompassing a variety of research approaches, qualitative research in music education shares the assumption that reality is socially constructed; it takes this construction to be based on the specific perspective of the individual human; and it considers epistemology and ontology to be different fields of study. The posthuman theory of agential realism, on the other hand, argues that the world is becoming through intra-actions; it decentres the individual humanist subject; and it studies onto-epistemology – practices of knowing-in-being. Considering these fundamental differences, the quality criteria of qualitative research are not applicable to posthuman music education research. Nevertheless, posthuman research is concerned with the ethics of research and how to response-ably and ethically take part in the world’s becoming. Thus, the emerging field of posthuman music education research must develop other ways of evaluating research beyond the quality criteria found in qualitative methodologies. This paper argues that diffraction – both as a physical and musical phenomenon and as a philosophical concept – might be a fruitful approach. By reading quality criteria diffractively through the agential realist concept of response-ability, it poses critical and creative questions, moving us towards evaluating the quality of posthuman music education research on its own terms.

Literary Post-editing and the Question of Copyright

Translation poses a challenge to copyright laws, which extend protection to works based on the originality of expression rather than the ideas expressed, because translations convey the ideas of the original in a different language and therefore also use different expressions. Technologization of translation has further increased this complexity, as tools such as translation memories and machine translation and post-editing practices are starting to also emerge in literary translation, calling for a more detailed investigation of the literary post-editor’s role and ownership of the text. Post-editing of machine-translated output could give rise to copyright protection, but this depends on the level of intervention and whether the post-edited translation is deemed sufficiently original. This article aims to investigate questions of originality, creativity and textual ownership in literary post-editing. We examine two cases where a literary text was machine translated, post-edited and then published. Our research materials consist of the peritexts surrounding the published translations and three epitexts: one publisher’s website, a research article written by one of the post-editors to describe the experience, and an interview with the other post-editor. Through a qualitative content analysis of these materials, we examine how they reflect the post-editors’ approach to post-editing, personal input in the process and textual ownership of the post-edited target text. The findings suggest that the two post-editors have different approaches to post-editing, leading them to differing perceptions of their own creative input and relationship with the final text.

Creative questions in the teaching of the biology course intellectual abilities of students of tasks efficiency in development

Қазіргі қоғам оқушыға әлеуметтік экономикалық ортаның тұрақты өзгеріп тұратын жағдайында белсенді бейімделуге қабілетті, өмірлік мәселелерді шеше алатын «тұлға» ретінде барынша жоғары талаптар қояды

QUESTIONING THE OBVIOUS: A RESOURCE FOR THE CREATIVITY DEVELOPMENT OF FIRST YEAR ARCHITECTURAL STUDENTS

This study explores new perspectives for transferring and promoting creativity in the teaching of “introduction to architectural design”. The rationale bases on the hypothesis that “questioning the obvious” is a resource for developing creative thoughts in general and consequently that of the first-year architecture students in particular. The study adopts the creative questioning as a framework for questioning the obvious within the studio of introduction to architectural design. As a demonstration of that, it presents a teaching approach of introduction to architectural design, which practice “questioning the obvious” from “[Location Redacted for Blind Peer Review].”

Novelty and Utility: How the Arts May Advance Question Creation in Contemporary Research

Abstract This paper builds on research around novelty and utility to argue that the value of arts thinking should be applied in the generation of scientific questions. Arts thinking is often playful, less goal oriented, and can lead to new modes of questioning. Scientific thinking often solves an existing question, serves a purpose in solving the question, and must be predictable. The “problem of the problem” is that asking creative questions is the linchpin of the quality of research across the sciences, just as the best of art “does things” that make us move and feel moved; yet we posit that it is useful to consider that what each teaches and celebrates typically tends more toward either utility or novelty as an entry point. A new theoretical basis is presented in identifying questions primarily based on novelty rather than utility, and a catalogue of methods proposed for creating questions to employ in education, practice, and project planning.

Climbing up the ladder of abstraction: how to span the boundaries of knowledge space in the online knowledge market?

The challenge of raising a creative question exists in recombining different categories of knowledge. However, the impact of recombination remains controversial. Drawing on the theories of knowledge recombination and category-spanning, we claim that the impact of knowledge spanning on the appeal of questions is contingent upon questions’ knowledge hierarchy in the knowledge space. Using word embedding models and network analysis to quantify knowledge spanning and knowledge hierarchy respectively, we test our hypotheses with the data collected from a large online knowledge market (N = 463,545). Knowledge spanning has an inverted U-shaped influence on the appeal of questions: the appeal of questions increases up to a threshold, after which point the positive effect reverses. However, with the increase in knowledge hierarchy, the inverted U-shape is weakened and disappears quickly. We fill the research gap by conceptualizing question-asking as knowledge-spanning and highlighting the theoretical underpinnings of knowledge hierarchy. The theoretical and practical implications for future research on knowledge recombination are discussed.

Teaching Materials for Algebra and Linear Programs Based on Pancasila Student Profiles

The aims of this study were: 1) to develop textbooks based on Pancasila student profiles for Algebra and Linear Programming courses; and 2) developing instruments to measure the achievement of the dimensions of the Pancasila student profile. The quality of the products developed is assessed based on: 1) validity aspects, 2) practical aspects, and 3) effectiveness aspects of students' mathematical creative and critical thinking abilities. The research method used is the ADDIE Research and Development (R D) model. The research subjects were 19 students in the first semester of the Mathematics Education Study Program. The instruments used to obtain the quality of the textbooks developed were: 1) textbook assessment sheets to measure validity, 2) response questionnaires and observation sheets to measure practicality, 3) critical thinking skills and mathematical creative questions to measure effectiveness. The validity quality of textbooks fulfilling the valid criteria is shown by the average score of 3.53 out of a maximum score of 4 which means that it is very valid for practicality quality to get an average score of 3.32 out of a maximum score of 4 which means practical, quality of effectiveness in terms of critical thinking skills and creative mathematical students who meet the affective criteria are shown, namely 58% which means sufficient and the average score for critical and creative thinking skills is 67.27 which means quite effective. Textbooks and RPS are suitable for use in lectures

Mediating the maulid

ABSTRACT The article explores five Maulid Syaraf al-Anām (‘The birth of the best of mankind’) manuscripts produced in the Indonesian-Malay world. The five manuscripts all include the Arabic text of this well known and highly popular panegyric recited on the anniversary of the Prophet’s birthday as well as on other auspicious occasions, with the Arabic translation into either Malay or Javanese written between the lines. Each manuscript was inscribed at a different site between the late 18th and late 19th centuries: one is from Aceh, another from the so-called ‘Malay’ diaspora in colonial Ceylon (present-day Sri Lanka), a third from Patani, in today’s southern Thailand, while a fourth was copied in Mecca. These four include interlinear translations of the Arabic into Malay. The fifth manuscript, from Java, has a Javanese translation. Through a close reading of one narrative section of the Arabic Maulid and its translations, and their comparison with a vernacular telling, the article engages in a preliminary manner with questions of standardisation, creativity and cultural particularity within the wide, yet little-studied realm of interlinear translations from the region.

THE EFFECTS OF NUTRITION ON THE COGNITIVE DEVELOPMENT OF CHILDREN WITH LEARNING DISABILITIES

A cognitive dysfunction is not a question of skill or creativity. Many aspects, including spoken or nonverbal therapy, organization, acquisition, or knowledge application, are associated with learning difculties. Children with autism are not dumb or lethargic. They are all just as clever as anybody else. Their brains were just structured differently. The status of micronutrients may impact cognitive performance at any age. Insufcient nutrients and trace elements may affect memory, resulting in learning impairment. Food is a changeable lifestyle factor that may signicantly affect learning impairment pathophysiology. This study investigated the inuence of micronutrients on the cognitive functioning of children with intellectual challenges. This study attempted to evaluate the function of nutrients in monitoring the progress of children with impairments and their prognosis and treatment. Our study reveals unequivocally that micronutrient status is strongly connected with intellectual disability and that correcting dietary decits following language treatment dramatically improves the learning capacity of children with learning disabilities (LD). Although micronutrient deciencies typically co-occur in the context of deprivation, little is known about the impact of several micronutrient deciencies on cognitive development. This research examines the relationship between four micronutrient deciencies and children's cognitive performance.

Deduction, Abduction, and Creativity

In a discussion of Sherlock Holmes’ “science of deduction” and the related “method of exclusion,” I show that Holmes’ claim that his inferences are deductive makes sense, if we consider his theoretical presuppositions. So, it is more accurate to say that he tries to reduce abduction to deduction than that he confuses them. His theoretical framework, albeit inadequate as a theory of empirical reasoning, can be seen as a basic model of classical (symbolic) AI. The main problems of this approach are surveyed, and abduction is brought into play as both a better characterization of Holmes’ inferences and a better guide for building AI systems. This is a good background for raising the question of creativity because, according to Peirce, it relates to abduction in a substantial way. Is Sherlock Holmes creative? Can machines be creative? An affirmative answer to the second question might be given by a “logic of discovery” but the problem remains that inventing such a logic already presupposes creativity.

Being Intelligent with Emotions to Benefit Creativity: Emotion across the Seven Cs of Creativity.

In this review of emotion, emotional intelligence (EI) and creativity, we look at the various ways that these topics can be explored together using the seven Cs of Creativity as a structuring framework. The seven Cs of creativity are: creators, creating, collaborations, contexts, creations, consumption and curricula, representing the different facets of creativity research. The question of emotion and creativity has a long historical lineage, which has led up to the study of intelligent and dynamic aspects of emotion and their impact on creativity. Previous and emerging work on EI, related emotional aspects and creativity offer promising ways to advance this field of research. However, we show that some aspects of creativity and EI are less explored than others. We offer several implications for the direction of future work.

Development of training programs and evaluation methods for question intelligence

Asking questions is key to advancing knowledge and asking the creative questions is especially important. Being able to properly frame and focus on the creative questions is an important skill but this isn’t something that is taught or evaluated within educational systems. Professor Fumihito Ikeda, Brain Science Research and Education Center, Institution for the Advancement of Higher Education, Hokkaido University, Japan, believes that nurturing children’s development of creative questioning skills at school would be beneficial for the leaders of tomorrow. He and his team are developing test questions and training programmes for schools that generate questions focused on three types of logical reasoning: inductive, deductive and abductive. Ikeda’s goal is to develop and train mainly primary and high school students in question-intelligence. A test question using the three types of reasoning was created and tried on around 200 high school students. The researchers utilised, a deep neural network (DNN), a form of machine learning, to assist in the automatic classification and evaluation of questions.Ikeda plans to create an inquiry learning programme that will improve the quality of scientific questions while asking different types of logic in order to collect more appropriate questions for DNN to learn. He will use his partnerships with the Japan Society for Science Education and the Japan Creativity Society to roll these programmes out to students at educational institutions.

Are you for real: writing verbatim performance with ethnographer’s tools

Verbatim technique connects concepts such as ‘actual’, ‘real’, ‘original’ and ‘authentic’ to theatre, performance art and creativity. In this article, I consider the roles of creativity, art, veracity and reality when composing a performance text that is based on the ‘actual words’ of ‘real people’. What is the truth claim in verbatim performance, and how does it operate together with artistic creativity? My approach is that of an artistic researcher conducting research with children. When I collect materials for my verbatim performances, I use many of the same techniques and methods that childhood studies ethnographers use in their fieldwork. The performative turn in social sciences, with post qualitative inquiries and non-representational methodologies, and the educational turn in art, bring these fields even closer together. Both fields face the questions of veracity and creativity without any simple oppositional structure. I claim that, instead of concentrating on the friction between creativity and truth, it is important to acknowledge that creativity can be needed in order to lie less. I argue that ethnographic objects can lie if they are presented to us dead. Although performance art, or live art, claims to be the epitome of liveness and immediacy, it actually expresses the impossibility of guaranteed unmediated presence. The creative skills of an artist and ethnographer are needed, to keep the transcript and presented materials alive and communicating, to ensure that research remains reciprocal.

‘SCHÖNE JUGENDLICHE MÄDCHENKÖPFE’: GENDER AND ‘GENIE’ IN LOU ANDREAS‐SALOMÉ’S MENSCHENKINDER

ABSTRACTIn her essay ‘Der Mensch als Weib’ (1899) Lou Andreas‐Salomé compares women to trees: both produce their ‘fruit’ unintentionally. This comparison seems to allow very little scope for active female creativity, let alone ingenuity. Closer inspection, however, reveals a more differentiated view of questions of gender and creativity. By bringing biology together with psychology and outlining the differences between male and female desire, Salomé establishes the feminine as an entity in its own right. Although she denies the existence of female genius, women and geniuses suspiciously seem to have a lot in common in her writing: both embody a heightened self‐sufficiency through their very essence. Characters who illustrate the complex relations between self‐fulfilment, desire and creativity can be found throughout Salomé’s literary work; I take as my example here the early ‘Novellencyclus’ Menschenkinder (1899). Hans Holtema (‘Mädchenreigen’), Hildegard (‘Das Paradies’) and Irene von Geyern (‘Zurück ans All’) possess skills that can best be described as ingenium, an innate gift, which is often seen as a challenge by their (male) surroundings. Rather than offering dogmatic answers, Salomé’s novellas as well as her theoretical work around 1900 emphasise the richness of debates about gender and genius.

Students’ Online Information Searching Strategies and Their Creative Question Generation: The Moderating Effect of Their Need for Cognitive Closure

With the wide application of computers and digital technologies, online information searching is being integrated into students’ learning process. Improving students’ creative question generation through online information searching is an emerging research topic in the creativity and pedagogy field. Online information searching brings diversified information, but it also leads to cognitive load brought by a large amount of online information. Using online information searching to generate creative questions depends on students’ cognitive properties. However, the existing literature ignores the joint influence of students’ online information searching strategies and cognitive properties on their creative question generation. This study puts forward three hypotheses: first, the two strategies of students’ online information searching (“keywords” and “Web page exploration”) will increase their creative question generation; second, the impact of “keywords” is negatively moderated by students’ need for cognitive closure (NFCC); third, the impact of “Web page exploration” is positively moderated by NFCC. The main reason is that high NFCC prevents students from obtaining diversified perspectives by using different keywords, but it helps to avoid distractions caused by a large amount of online information and promote the persistency of their reading information. Based on the data of quasi-experimental tasks completed by 90 students in Grade 7 and Grade 8, the results support the above hypothesis. The contributions of creative question generation theory and NFCC theory, as well as important issues of future study, are discussed.

Reflections on, and from, Feminist Practice: Introduction to the ‘Home’ Special Issue

ABSTRACT Home is a vital site and subject for feminist research. This introduction to the special issue of Australian Feminist Studies on ‘Home’ begins by reflecting on domestic spaces and routines as they unfold through contemporary art and performance. This reflection maps home as both a material space and an imaginary: a complex realm of constraints and possibilities. The discussion on this complexity of home is then situated within the contemporary context of the gendered experience of housing, from its precarity to its porous boundaries, ideas which are engaged with throughout the special issue. Taken together, the articles in this special issue show how questions of creativity, care, labour and technology, all pivot around home as a significant and (still) politicised site for feminist thought. Research into gender, housing and homelessness, and human-centric ideas about home also provide key insights into home as an unfixed, relational and political space.

Mining the ambient commons: building interdisciplinary connections between environmental knowledge, AI and creative practice research

ABSTRACT According to Brooks [2017. “The Big Problem with Self-driving Cars Is People”. IEEE Spectrum: Technology, Engineering, and Science News], artificial intelligence has had a variable track-record of usefulness in situations where context and environmental knowledge are responsible for shaping human interactions. In 2021, providing contextually aware training to supervised machine learning is still a non-trivial task for AI models that involve complex systems. In addition, knowledge held only across distributed members of a community, within culture, or tacitly within the wider environment of the ambient commons [McCullough 2013. Ambient Commons: Attention in the Age of Embodied Information. Cambridge, MA: MIT Press] evades consistent generalizable modelling – even in technical domains such as traffic flow management, atmospheric chemistry, or the prediction of election results. Yet it is precisely these interactions of context, community, culture and environment that also define how music can be created. The creative arts can themselves be thought of as a complex system. Assuming that creativity is non-generalizable, this paper assesses creative processes through a humanities-centric lens of machine learning and robotics, aiming to better understand relationships between context, environment and experimental system in artistic research. These relationships are now themselves significantly digitally mediated, requiring a change in academic discourse away from artefacts which need discrete research justification towards a more holistic, and often non-linear view of networks that require cultural situation. In doing so, issues of creative accountability [Field 2021. “Changing the Vocabulary of Creative Research: The Role of Networks, Risk, and Accountability in Transcending Technical Rationality.” In Sound Work: Composition as Critical Technical Practice, edited by J. Impett, 303–317.Orpheus Institute Series. Leuven: Leuven University Press] and the implications of substituting “creative question” for “research question” are examined within creative research. Early twentieth century ideas related to progressivism which have instrumentalized creative practice, particularly where technology forms part of art making, are challenged by re-thinking change through new models. The Three Horizons change model [Sharpe 2016. “Three Horizons: A Pathways Practice for Transformation.” Ecology and Society 21 (2): 47] originally intended to describe environmental ecosystems, is assessed as a practical tool for designing creative research.

The Power of Questions

I recently stumbled across this extraordinary quote, one that begged me to consider: What are the most unifying questions from history? What questions might unify people today? What questions shape the future?What are the most compelling questions driving Leonardo? In part, the creative process is both an unbridled pursuit and an undeniable prompt of questions. Questions inspiring or inspired by art, science and technology span those that are seemingly unanswerable, obvious, urgent, timeless, profound, prosaic, fundamental, frivolous, cryptic, provocative, unexpected and, at times, unintended. Creative questions defy categorization. Dichotomies and contradictions abound, invariably yielding few answers and yet more questions.I am reminded of critical questions that have served as pivot points in my own life. Here’s an undoubtedly incomplete list of those questions I just can’t shake, those I return to repeatedly, and those that floor me every time.If I am not for myself, who will be for me?If I am only for myself, what am I? And if not now, when?(Hillel, Pirkei Avot 1:14)I wish you courage: to ask of everything you meet,“What bridge are we?”(Mark Napo, from This Poem Should Be a Circle)Doesn’t everything die at last, and too soon?Tell me, what is it you plan to doWith your one wild and precious life?(Mary Oliver, from The Summer Day)I wonder if I’ve been changed in the night. Let me think. Was I the same when I got up this morning? I almost think I can remember feeling a little different. But if I’m not the same, the next question is “Who in the world am I?” Ah, that’s the great puzzle!”(Lewis Carroll, Alice in Wonderland)I’m Nobody! Who are you?Are you — Nobody — too?(Emily Dickinson, poem #260)Where are you living?What are you doing?What are your relationships?Are you in right relation?Where is your water?(attributed to Hopi Elders, Hopi Nation, Oraibi, Arizona)It is our light, not our darkness, that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? (Marianne Williamson)What keeps you up at night? What gets you up in the morning?How might we become more human and more humane?What if we reimagine everything?Why?Why not?