FROM TRANSFORMATION TO CREATIVE LEADERSHIP

The art of progress is to preserve order amid change and to preserve change amid order. Alfred North Whitehead     

CREATIVE PROCESSES IN SCIENTIFIC DISCOVERY

At present, computational models of scientific discovery and theory formation play a prominent role in illuminating transformations of rational conceptual systems. A new abstraction paradigm aimed at unifying the different perspectives and providing insight for future ones is proposed here. The aim is to emphasize the significance of “abduction” in order to propose a unified epistemological model of scientific discovery. This model first describes four meanings of the word abduction (creative, selective, visual, inference to the best explanation) in order to clarify their significance in epistemology and “Artificial Intelligence” (AI). Among the different abductive roles played by various kinds of conceptual transformations in developing scientific creative reasoning–such as radical ontological change, conceptual combination, analogical and visual thinking, anomaly resolution, thought experiment — visual mental imagery in thinking may be relevant to “scientific” hypothesis generation.     

SPECIFIC INTELLECTUAL INTENTIONS AND CREATIVE GIFTEDNESS

Intellectual giftedness is a complex psychological phenomenon. Further investigation of its essence requires study of unknown or little known phenomena, one of which is intellectual intentions. These can be considered the highest level of manifestation of the intellectual potentials of a personality. They can be defined as “subjective, internally developed standards of performance” and “norms of intellectually creative behaviour” (feeling of direction, beliefs, preferences, etc.). Understanding of intellectual intentions of gifted, creative and talented persons will provide fundamental information about the nature of giftedness.     

METAPHORS AS KEYS TO CREATIVE THINKING

Metaphors can be seen as analogies which explain new or complex ideas. A good metaphor is enriching and says more than a logical explanation. In creative thinking metaphors are also used to generate ideas. This may be done consciously–as in synectics–or unconsciously, as in hypnosis. A more inclusive way of looking at metaphors is to see them as a part of everyday speech which affects the ways in which people perceive, think and act. Realities and problems are defined by metaphors, although people might not be aware of this, in the same way as fishes learn about the importance of water only if they get out of it. It is possible to speak of a theory of metaphors in creative thinking and problem solving.     

Shining behind the Camera

冬季档慢慢渐入佳境,随着剧情的深入,拍摄花絮和幕后制作等也成为了大家的第二聚焦点。这次挑选的三部日剧,都是比较有话题性的作品。无论是道具、背景还是现场、不管是演员、还是剧组人员,都呈现给观众们最真实、最完美的一幕幕……     

Bidding the lovely scenes at distance hail

青春有一种永生之感——它能弥补一切。人在青年时代好像一尊永生的神明。未来的时代完全属于我们——无限辽阔的远景在我们面前展现。向远方的美景欢呼此时,但觉好风光应接不暇,而且,前程更有美不胜收的新鲜景致。在这生活的开端,我们听任自己的志趣驰骋,放手     

"苦向丛林觅小诗"--"贾岛现象"的背后

本文从中国文化主体性弱化和封闭性的角度,探讨了贾岛"苦吟"生涯和诗歌意象的选择,说明了 "贾岛现象"历史生成的文化层次上的原因。     

广告创意与广告文化

广告创意过程是一种复杂的思维过程，是激活潜意识，孕育和产生灵感的过程，并且受主观客观诸多因素的制约和影响。广告创意必须依照广告策略的整体框架进行。广告创意离不开广告文化。广告文化从属于大众文化。广告作为一种大众消费文化在推动社会发展方面起了重要的作用。不同民族的价值观接受不同的广告创意。不同的广告创意则孕育出各具特色的广告文化。广告人应认识和把握文化的共通性和差异性，在世界范围的竞争中创建中国特色的广告文化。     

无人看见的鞠躬

在东京坐过一次小巴,是那种很不起眼的小型公共交通工具。司机是位娇小的女孩,穿着整齐的制服。路途中我发现这位司机最忙的可能是嘴,因为她时刻都在很轻柔地说着什么。比如"我们马上要转弯了,大家请坐好扶好哦","变绿灯了,我们要开动了","马上要到站,要下车的乘客请提前作好准备"。     

创设问题情境 引导学生自主学习

我国中学数学改革的实施，旨在提高教学质量。提高学生素质。本文从创设适应的问题情境这一角度谈在新课程改革中怎样引导学生自主学习，真正实现了学生的主体地位。使学生在课堂教学中动起来。     

创造教育研究述评

创造教育作为培养具有创造能力的未来意识的创新人才的心理教育，正受到研究者们越来越广泛的关注和重视。笔者在对国内外创造力和创造教育的理论研究及实用研究进行综述的基础上，就已有研究的成果与不足进行了整体评价，提出了今后研究的方向和对未来的展望。     

EVELOPING CREATIVE ABILITIES AT THE UNIVERSITY LEVEL

Studies on the nurturing of creativity by university teachers are rare. In the present study 233 students from two universities, one ranked as one of the best in Brazil (University A) and another ranked low among Brazilian universities (University B) were asked to fill out an inventory designed to evaluate the degree to which different aspects related to creativity had been fostered by their university teachers. Students from University A, compared with those from University B, rated their teachers as providing significantly more favourable conditions for the nurturing of creativity. It was also found that students from the first half of their courses, compared with those from the second half, evaluated their teachers as nurturing significantly more different aspects of creativity. The results point to some characteristics of the learning situation that may contribute to the promotion of creative abilities. These characteristics should be implemented in the educational setting, in order to prepare students for the creative productivity that is necessary in all societies.