We are all creative and, increasingly, we are being told that it is this creativity that separates us from non-humans, such as Artificial Intelligences. Consequently, creativity tops the list of 21st Century “soft skills”. But what is creativity? Certainly, the answer to this question has changed over time and across cultures—from something that only the gods can perform (creation ex nihilo) to a human quality requiring ‘divine inspiration’ (genius) and now, today, a “soft skill” that we are all able to express (creativity). Today, learning to be creative is about learning to embrace uncertainty and change (antifragility), to make change happen and to bring us to, what Jerome Bruner calls, ‘a new dignity’.
As well as examining different historical accounts of creativity, we will also consider several contemporary definitions of creativity that, whilst not definitive, help shed some light on what it means to be creative in particular circumstances. Throughout, we will reflect on what is involved in developing our own (and others’) creativity. Can you teach creativity? Or is it innate? What makes a particular period in history creative? What makes a particular individual creative? Is creativity always a “good” thing?
As an interdisciplinary subject, Creativity Theory requires us to draw upon a range of academic disciplines including History, Philosophy, Psychology, Literature, Film, Economics and others. Students will not need to be experts in any of these fields (but experts are welcome). Rather, all participants will be invited to make use of their own expertise and knowledge to address the questions above.
Classes will be interactive and will comprise both taught elements, group work and some practical and reading exercises.
Learning outcomes
- To understand and make use of philosophical techniques;
- To gain an understanding of the historical and philosophical elements of creativity theory;
- To better appreciate the relevance of creativity as a skill in today’s society.
